GWC Education is searching for a passionate and curious Curriculum Developer to help us build curricula that inspires girls to change the world. In this role, you will be responsible for leading and supporting the development of high-impact, project-based curricula that incite a real passion for computer science, prepare students for a career in technology, and can scale to meet the needs of thousands of girls nationwide.

You will report to the Associate Director of Education and will work in close partnership with the Education, Innovation and Programs teams. This is a full-time position.

Responsibilities:

You will take on the exciting challenge to:

Lead curricular changes, refinements, and expansions for one of our core program offerings, including developing a plan for rigorous quality assurance

Write and design new modules to expand the breadth and depth of our learning opportunities

Support curricular updates for programs led by other team members

Co-develop new educational offerings alongside our Innovation team as we grow to better serve our students

Collaborate with the Instruction team to craft support mechanisms and training materials for GWC Instructors

Represent Girls Who Code at Computer Science Education events and lead local staff education

Requirements:

Believe that all girls can code, and be excited to work to close the gender gap in tech

Be intellectually curious and willing to learn what you don’t yet know

Have an interest in the computer science education space, including an understanding of trends, methodologies, and technologies to engage students effectively

Have the ability to communicate with and write to varied partners, including teachers and students

Take on responsibilities with creativity, initiative, and self-direction

Have strong project management skills, including tools to work with a distributed team

Be a real teammate, equipped with the ability to meet deadlines, remain flexible, and adjust to changing priorities in a dynamic environment

Have 1-3 years of applicable experience, which includes work in education or engineering roles.

Preferred Qualifications:

Hold a degree in a STEM field or Education

Come with first-hand experience working with middle school or high school aged students of diverse backgrounds

Familiarity with Understanding by Design or Universal Design for Learning

Be proficient in at least one programming language (HTML/CSS, Python, or JavaScript); or skilled in learning new technologies quickly

Girls Who Code is committed to building a truly diverse and inclusive organization with a focus on valuing, serving, and understanding our target constituents, while challenging all stakeholders to think inclusively for the betterment of our programs.

Girls Who Code is an equal opportunity employer committed to a policy of equal treatment and opportunity in every aspect of its hiring and promotion process without regard to race, color, creed, religion, sexual orientation, partnership status, gender and/or gender identity or expression, marital, parental or familial status, national origin, ethnicity, veteran or military status, age, disability, or any other legally protected basis. Racial and ethnic minorities and men are encouraged to apply for vacant positions at all levels. GWC is not able to sponsor employment visas.

Chalkbeat, a nonprofit education news organization, is seeking a Digital Producer to manage the production of daily stories and larger projects.

As the Digital Producer, your job is to help produce high-impact journalism in collaboration with our team of reporters and editors in six bureaus across the country. We’re looking for someone with solid digital experience and a strong visual sensibility who is drawn to our mission. From Denver to Detroit, Memphis to New York, loyal Chalkbeat readers tell us our reporting helps them navigate efforts to improve schools in the country’s poorest communities.

You’ll be deeply involved in our daily operations, working with our editorial team to produce Chalkbeat stories in WordPress, managing our media library and using image editing tools and basic HTML/CSS to keep things looking sharp. You’ll take the lead on creating graphics, editing photos and videos, and experimenting with new types of storytelling. You’re also inaugurating this as a new role at Chalkbeat, and can expect to teach and learn on the job! Whether you’re building graphics to visualize how test scores have changed in Indiana or creatively packaging photos for our most important stories about immigrant students in Colorado, you help add context to critical conversations about education.

You’ll join a tightly-knit team responsible for audience and product development, and you’ll work closely with distributed teams across the Chalkbeat network as a full participant in our vibrant remote culture.

Develop a robust library of documentation to answer frequently asked questions about our content management system and associated tools.

Become an active participant in our editorial process, identifying stories that could be amplified by digital elements and taking initiative to lead conversations about story production.

Manage and maintain Chalkbeat’s library of photos, videos, graphics and illustrations to include with our stories. Collaborate with editorial staff to develop style guides, standards and training to produce a consistent visual experience across all our locations and stories.

Deep attention to writing and editing detailed copy, including familiarity with AP style.

Curiosity about education and a connection to our mission.

About Chalkbeat:

Chalkbeat is the nonprofit news organization committed to covering one of America’s most important stories: the effort to improve schools for all children, especially those who have historically lacked access to a quality education. We’re in five locations — Colorado, Detroit, Indiana, New York, and Tennessee — and growing. Read more about our mission and values.This is a full-time position with benefits. Chalkbeat offers a competitive salary, commensurate with experience, and a generous benefits package, including a paid winter recess. This position can be based at one of our offices in New York, Denver, Detroit, Indianapolis or Memphis, or remote from anywhere in the United States.

STRIVE Prep-Montbello is one of three STRIVE Prep campuses serving the Far Northeast communities of Denver.

STRIVE Prep-Montbello had the highest academic growth of all DPS middle schools during its opening year, 2012-2013, and received an award the past two years for, “exceptional success in supporting student TCAP growth.”

The Montbello campus serves 340 students in grades 6-8; the student population is approximately 70% Latino or Hispanic, 20% African American, and 10% Mixed-race or other races. Approximately 60% of students are ELL, and 10% receive Special Education services.

Essential Duties and Responsibilities:

Lead revolutionary instruction in Mathematics.

Lead a student advisory at the beginning and end of each school day, and serve as the main point of contact and advocate for students in the advisory.

Provide fair, accurate, and constructive feedback to students on their progress.

Collaborate with other mathematics teachers, school leaders, curricular specialists, and the special education team to ensure that instruction is always meeting the needs of all learners.

Take responsibility for the safety and learning of all students in the school.

Lead a student advisory at the beginning and end of each school day, and serve as the main point of contact and advocate for students in your advisory.

Communicate regularly and often with families to both solicit their input and share student social and academic progress.

Plan and teach one section of a specific intervention course (Math, ELA, Homework Center, or ELD).

Assist in planning and support of school-wide events including community/morning meetings, dances, and field trips.

Provide supervision of students during a daily break or lunch duty.

Attend and participate in weekly staff and/or grade level meetings.

Write and post daily lesson plans.

Participate in professional development throughout the school year.

Our Aspiring Teachers:

Consciously choose to teach and transform the lives of middle and high school scholars every day.

Proudly hold a Bachelor of Arts or Science degree and are able to submit proof of Qualified Teacher status (teacher’s license not required) within six weeks of starting through one of the following channels outlined by the Colorado Department of Education:

A valid Colorado Teacher License in the applicable endorsement area;

Sufficient college coursework (or degree in content area);

Passing score for the applicable Praxis ii or Colorado PLACE exam.

Read more about the available pathways to becoming a Qualified Math Teacher.

Understand, appreciate and can pull from experience teaching in an urban setting (strongly preferred).

Speak Spanish or have experience working with bilingual students (strongly preferred).

Commit to constant growth and reflection as educators and professionals through regular coaching and professional development.

Dedicate themselves to the educational success of all students, not some students.

Bring enthusiasm, professionalism and positivity to their classrooms and our adult community.

Assume the best in others and are willing to have courageous conversations in order to do what is best for students.

Work hard and approach challenges as opportunities for improvement.

Set high expectations for themselves and others and a willingness to hold themselves and others to those expectations.

What We Offer our Teachers:

Ongoing coaching and professional development.

Competitive compensation package and annual cost of living and performance-based raises.

150 minutes of structured planning time built into the school day to plan the highest quality lessons

A laptop and access to classrooms equipped with projectors and document cameras.

Participation in the Colorado PERA retirement program, including a PERA 401k contribution option.

Funding of 100% of individual medical benefits and a wide range of insurance plans.

This position begins July 2017.
Applications are accepted on a rolling basis until the position is filled.
STRIVE Prep is an equal opportunity employer.
Visit our Careers Page at http://www.striveprep.org/join-our-team/teach-at-strive/ to learn more about what
to expect in the hiring process and who we need.

The Urban Assembly Gateway School for Technology is a small school in the Graphics Educational Complex. Our mission is to engage our students through inventive problem-solving that integrates exciting technological innovations and the habits of mind that prepare them for college, careers and life. At UA Gateway, we believe in putting student needs first and consistently seek ways to increase student achievement. We use data to make informed decisions about teaching and learning, and believe in the close monitoring of student progress to track and report student achievement. Through clear and published learning targets, the implementation of the UA Gateway Power Standards, the Common Core and Career and Technology Standards, graduates of UA Gateway will demonstrate mastery over both time-honored educational themes and cutting-edge technology.

We are seeking educators of excellence with a proven track record of collaborative teamwork, literacy instruction, curriculum development, use of technology in the classroom and a commitment to student achievement. Teachers may serve as advisers and make home contact regarding student attendance and behavior, academic progress, and personal development. School staff is encouraged to participate in summer planning and curriculum development. Compensation will be allotted according to the UFT contract and advanced notice will be provided. Staff participation in this activity is voluntary, but strongly encouraged. Our founding partner is the Urban Assembly.

Eligibility Requirements: Possession of a Regular New York City License and New York State Certification in appropriate content area, with satisfactory ratings.

Duties and Responsibilities:

Because teacher roles in small schools are varied and complex, first priority will be given to applicants who demonstrate in their resume and cover letter experience commitment to the technology theme of the school and a willingness to these essential aspects:

Attaining and maintaining an expert knowledge of their subject area, differentiation, literacy strategies and assessments. Having a willingness and desire to seek/receive ongoing professional development to enhance current practice in any of these areas

Have an open door policy for all members of the school community

Developing clear and published learning targets in curriculum. Working with students individually to work on learning targets during our Goal Oriented Learning and Development (GOLD) period (mandated tutoring)

Working collaboratively with peers to develop common lessons, assessments and interdisciplinary units

Working with the Urban Assembly staff around all aspect of teaching and learning

Serving as an advisor to students at least four times per week and attending professional meetings to support this work.

Building a staff that collaborates and develops an integrated curriculum committed to the technology theme of the school.

Updating student progress weekly in our online data system for student and parent use

Developing an individual growth plan in collaboration with the principal that will monitor progress and assess his/her effectiveness in enhancing student achievement.

Selection Criteria:

The successful candidate will demonstrate:

Evidence of willingness to carry out the above duties and responsibilities.

Evidence of working collaboratively to design and implement curriculum that teaches the common core standards and enduring themes/concepts

Willingness to implement alternative grading systems

Demonstrated knowledge of developing literacy in the classroom. This includes demonstrated ideas and strategies for students whose reading levels whose reading levels are far below grade level, and/or for whom English is a second or third language.

Demonstrated use or knowledge of the Key Cognitive Strategies (Habits of Mind)

Demonstrated experience using technology to reach learning targets

Demonstrated ability and experience in creating and implementing units and lessons that use performance task assessments to assess student learning

Demonstrated or willingness to developing an individual growth plan in collaboration with the principal or grade team leader that will monitor progress and assess his/her effectiveness in enhancing student achievement

Demonstrated ability to motivate, stimulate and challenge students toward achievement of a high level of performance through rigorous academic standards.

Documented record of excellent attendance and punctuality.

Ability to communicate effectively both orally and in writing.

In addition to an interview and demo lesson , teacher candidates must present a teaching portfolio, which may include a resume, evidence of philosophy of education, evidence of curriculum planning such as course syllabi and lesson plans and any teaching artifacts collected throughout the teaching career. Teaching artifacts may include student work, images of student work and presentations, and curriculum development examples. Applicants must provide three references.

Application: Please send a cover letter indicating the school and position for which you are applying, a resume, and a copy of your Board of Education Licenses tocareers@uagateway.org.

Work Schedule and Salary:

As per Collective Bargaining Agreement partnership status, disability, sexual orientation, gender (sex), military status, prior record of arrest or conviction (except as permitted by law), predisposing genetic characteristics, or status as a victim of domestic violence, sexual offenses and stalking, and to maintain an environment free of harassment on any of the above-noted grounds, including sexual harassment or retaliation. Inquiries regarding compliance with this equal opportunity policy may be directed to: Office of Equal Opportunity, 65 Court Street, Room 923, Brooklyn, New York 11201, or visit the OEO website at http://schools.nyc.gov/OEO

Amplify is reimagining the way teachers teach and students learn. We believe technology can empower classroom teachers to offer more personalized instruction, and accelerate the potential of individual students to become more active, engaged learners. Come and work with us!

In partnership with the Lawrence Hall of Science (University of California, Berkeley), Amplify Science was created as a brand new, research-driven, digitally enhanced curriculum for Grades K–8 that comprehensively addresses the vision described in the NRC Framework for K–12 Science Education, including the three dimensions of the Next Generation Science Standards.

Students inhabit the role of scientists and engineers throughout each unit.
Through rich, multi-modal experiences and authentic problem-solving, Amplify Science will help teachers develop the next generation of students to be critical scientists and thoughtful citizens.

If you love to teach students the power of scientific inquiry, and you get excited about the intersection of technology in the classroom, then consider applying to be an Amplify Science Teacher Trainer.

Job Description

Our professional learning specialists deliver experiences and workshops that assist districts, schools, and teachers in planning for and implementing high-quality science instruction aligned to the Next Generation Science Standards as well as Florida’s Next Generation Sunshine State Standards.

Your job will be to train and coach teachers who are using the Amplify Science products in their classrooms. Your goal will be to help them make the Amplify Science Implementation a success in their classrooms inspiring high engagement and significant student learning.

We are looking for people who enjoy connecting with adult learners and care about impactful education; who can travel and are flexible with their time; who can handle multiple projects/schools; have a great sense of humor; and are team players.

About the Role
The Instructional Coach will be a key member of New Classrooms’ Instructional Support team, providing ongoing academic, instructional and leadership support to schools implementing New Classrooms programs in the Bloomfield/Taos/Espanola areas. The Instructional Coach in partnership with school teams and in partnership with New Classrooms teams supporting schools will plan and implement the mission of New Classrooms to reimagine the classroom. The coach will be responsible for developing school capacity, in concert with the overall academic design of the program that embraces an environment in which student thinking is actively promoted, valued, and made visible. The coach will be responsible for creating a positive adult learning culture within the math center that encourages teachers to discuss how to support students to develop skills in collaboration, communication, independence, problem solving, and reasoning as they attempt to solve real-world mathematical problems.

What You Would Do

Deliver ongoing professional development and/or consultation in partnership schools in the Bloomfield/Taos/Espanola areas

Serve as coaching lead for the Bloomfield/Taos/Espanola areas

Help principals and school leaders to develop and foster instructional expectations within the context of a professional learning community

Support teacher teams and school administrators in collecting, interpreting, and making instructional changes based upon student achievement data and work samples

Ensure that participating schools have a system in place for regularly assessing and evaluating all students and staff to support higher levels of performance

Implement special projects such as orientations, summer institutes, and cross-school events

Build strong relationships with school leaders and teachers to engage schools as key partners in increasing student achievement

Actively participate in the design of a coherent approach to school instructional support and coaching

What We Are Looking For

5+ years of progressively responsible professional experience in education administration and/or leadership

Master’s or advanced degree(s) in education administration or a related field

Demonstrated experience and passion for work in K-12 education

Experience working in public schools, either in a teaching capacity or other professional role

Experience leading a school reform effort, either as a staff member or an outside facilitator preferred

Knowledge and understanding of theory and practice of school reform and instruction, curriculum, and assessment preferred

Mastery of middle school mathematics preferred

Strong facilitation and teaming skills

Natural tendency toward innovative and creative problem solving

Comfort working in a highly collaborative start-up/entrepreneurial work environment

Ability to recognize and act upon unforeseen opportunities

Ability to maintain organizational commitment to high quality work products, and give and receive feedback

Disclaimer

Job descriptions provide an overview of the position, but are not designed to dictate responsibilities. Every member of the New Classrooms team is prepared to carry out any task regardless of title or department in order to fulfill the organization’s mission.

About New Classrooms

New Classrooms is a nonprofit organization that leverages classroom design, teacher talent, and technology to enable personalized learning for more than 13,000 students in 40 pioneering schools in 10 states and Washington D.C. this fall. New Classrooms’ first-of-its-kind technology draws from tens of thousands of high quality lessons to create a customized and dynamic curriculum for each student each day. Our flagship instructional model, Teach to One, integrates large group, small group, and individual instruction in ways that enable students to not just learn skills but apply them in real world contexts.

Teach to One grew out of a New York City pilot program called School of One, which TIME magazine named one of the best inventions of 2009. Visitwww.newclassrooms.org to learn more about our efforts to unleash a wave of innovation in K-12 education that will dramatically improve outcomes for all students.

We are a passion-led, mission-driven organization. Our team includes a dynamic mix of education policy experts, passionate academics, technology junkies, and business entrepreneurs. We all share a strong belief in every child and a deep-seated interest in improving our schools, solving problems in innovative ways, and getting things done in a fast-paced and highly collaborative work environment.

Working at New Classrooms

We are a passion-led, mission-driven organization – one that continually looks to match our team members with roles that fit their strengths and interests. We look to bring on new team members who share a deep-seated interest in improving our nation’s schools, solving problems in innovative ways, getting things done in a fast-paced and highly collaborative work environment, and growing professionally.

Comments Off on Lower School Reading Specialist (Pre-K through Grade 5) 2017-2018

Lower School teachers (PreK-5) work in self-contained classrooms of typically 20 students each. Lower School teachers focus on three core academic areas: mathematics, language arts, and social studies. Physical education, Spanish language, science, music, art and computer technology are taught by specialists. Collaboration and communication between homeroom and specialist teachers is a high value in the Lower School.

CA offers an excellent compensation package, wide-ranging opportunities for professional development, and an environment notable for its dedicated teaching professionals and supportive administrators. Salary is based on education and experience.

Applicants are also invited to visit the CA website (www.coloradoacademy.org) to learn more about the school and its program.

· Promote enhanced literacy instruction and student learning by coaching and working with teachers to develop more effective literacy teaching practices and by sharing information that addresses the way in which students learn literacy.

· Work with and support teachers in developing and implementing curriculum, differentiated instruction techniques, teaching strategies, assessments, and materials selection to help support students in their progress.

· Participate in data interpretation sessions analyzing student data and collaborating with teachers to develop plans and designs for appropriate instruction based on those interpretations.

· Support the professional growth of teachers by strengthening classroom teachers’ understanding of literacy content and pedagogy from a balanced and research-based perspective.

· Collaborate with grade-level teachers and teams of teachers to review and further develop curriculum maps, pacing guides, and instructional plans to enhance the success of their students.

· Work with the Lower School Principal to identify professional development opportunities for teachers.

· Assist with the planning and delivery of parent workshops and informational sessions about the Colorado Academy literacy curriculum.

· Serve as needed on various literacy related committees at an interdivisional level.

· Report to the Lower School Principal and work closely with that position to support high quality literacy instruction and curriculum development.

Direction Instruction of Students (No more than 50% time shall be devoted to this category)

· Provide direct instruction in collaboration with classroom teachers in the areas of reading and writing for identified groups and individual students, with an emphasis on emergent, beginning, and transitional readers in Kindergarten-Grade 2.

· Provide remediation in small groups to students performing below grade level expectations who are identified through data meetings with teachers and administration.

We offer an excellent compensation package, opportunities for professional development, and an environment of dedicated teaching professionals and supportive administrators.

Background

YouthBuild Philadelphia Charter School is a nationally-recognized leader in alternative education. Our mission is to provide out-of-school youth with the broadest range of tools, supports, and opportunities to become self-sufficient, responsible, contributing members and leaders in their community.

Teachers at YouthBuild are creative, flexible and passionate about seeing all students succeed. As part of an unapologetically comprehensive organization, they balance their academic responsibilities with facilitating students’ holistic self-development. Using a strengths-based approach, they focus on building competence and confidence.

At its best, working at YouthBuild is joyful and inspiring. Teachers have the autonomy to design meaningful curriculum within a social justice context, aligned to core transferrable competencies. Beyond their classrooms, they participate in a warm, loving culture that uses a variety of structures to build community, including a restorative-justice approach to discipline, weekly community meetings, and school-wide service projects.

Mission

Our mission is to provide out of school youth in Philadelphia with the broadest range of tools supports and opportunities available to become self sufficient, responsible and productive citizens in their community.

Responsibilities

YouthBuild’s language arts teachers focus on strengthening students’ analytical reading and writing skills as well as on creating a culture of literacy in which reading and writing are tools for learning and self-expression.

Within the classroom:

create a positive learning environment built on strong relationships

design learner-centered units that develop transferrable competencies and culminate with “demonstrations” (projects) that showcase students’ original work

use instructional strategies where student voice and thinking are the primary focus and content coverage is secondary

develop learning experiences that emphasize six core professional skills: teamwork, people skills, motivation, high quality work, resilience and self-development.

Beyond the classroom:

act as formal coaches to 4 – 5 students, forging empowering relationships that ensure that the students they coach stay connected and on track

work in inter-departmental teams to support the success of a group of twenty five students as they move through our rigorous program

participate in a highly collaborative, fluid school culture that requires strong interpersonal skills and flexibility.

Qualifications

Certified in Language Arts, ideally both middle and high school certified; special education certification, background or experience a plus

3 — 5 years teaching experience with students at middle grade reading levels or with struggling older readers Ability to design meaningful, project-based curriculum within a social justice context

Experience with and commitment to positive youth development and cultural competence

POSITION: Teachers hold primary responsibility for the implementation and development of Uncommon’s curriculum and the success of its students. Therefore, Uncommon Schools seeks teachers who are committed to continuously improving curriculum and instruction through collaboration as part of a grade level team.

QUALIFICATIONS: Drive to improve the minds and lives of students in and out of the classroom; Proven track-record of high achievement in the classroom; Mastery of and enthusiasm for academic subjects; Evidence of self-motivation and willingness to be a team player; Bachelor’s degree is required; Master’s degree is preferred; and Minimum of two years teaching experience in an urban public school or charter school setting. By the time that employment begins, candidates must have received a Bachelor’s degree from a College or University. For teaching roles in New York and Massachusetts, candidates must have also earned a cumulative Grade Point Average (GPA) of 2.5 or higher by the time employment begins. For teaching roles in New Jersey, the candidates must have earned a cumulative 2.75 GPA (for candidates graduating before September 1, 2016) or 3.0 (for candidates graduating on or after September 1, 2016). Valid State Certification is helpful but not required. Belief in and alignment with Uncommon’s core beliefs and educational philosophy is non-negotiable.

COMPENSATION: We offer a generous compensation package. All staff members are equipped with the tools needed to succeed, including a dedicated work space, laptop computer, email, high-speed internet access, and all necessary supplies.

HIGH SCHOOL STEM TEACHER: Teachers hold primary responsibility for the implementation and development of Uncommon’s curriculum and the success of its students. Therefore, Uncommon Schools seeks teachers who are committed to continuously improving curriculum and instruction through collaboration as part of a grade level team. We are seeking teachers for the following subject areas:

QUALIFICATIONS: Drive to improve the minds and lives of students in and out of the classroom; Proven track-record of high achievement in the classroom; Mastery of and enthusiasm for academic subjects; Evidence of self-motivation and willingness to be a team player; Bachelor’s degree is required; Master’s degree is preferred; and Minimum of two years teaching experience in an urban public school or charter school setting preferred. By the time that employment begins, candidates must have received a Bachelor’s degree from a College or University. For teaching roles in New York and Massachusetts, candidates must have also earned a cumulative Grade Point Average (GPA) of 2.5 or higher by the time employment begins. For teaching roles in New Jersey, the candidates must have earned a cumulative 2.75 GPA (for candidates graduating before September 1, 2016) or 3.0 (for candidates graduating on or after September 1, 2016) Valid State Certification is helpful but not required. Belief in and alignment with Uncommon’s core beliefs and educational philosophy is non-negotiable.

COMPENSATION: We offer a generous compensation package. All staff members are equipped with the tools needed to succeed, including a dedicated work space, laptop computer, email, high-speed internet access, and all necessary supplies.

GENERAL SUMMARY: The School Principal, in conjunction with the Director of Operations, is responsible for all aspects of running a school. The principal is responsible for overseeing instruction, curriculum, assessment, and professional development.

ESSENTIAL DUTIES & RESPONSIBILITIES:

INSTRUCTIONAL & SCHOOL LEADERSHIP

Provide exemplary leadership to all members of the school community to achieve outstanding performance in the school’s mission of preparing each student for college

Work to dramatically improve student achievement by leading the educational program

Manage effectively faculty and staff

Develop and communicate the school’s systems, culture, and vision, and create a plan to achieve that vision

Oversee curriculum development and assessment Implement effective internal and external assessment systems and use data to inform decisions

Ensure strong consistency within the school program and curricular alignment with state and other rigorous standards

Select and share effective curricular and instructional practices from and with other schools

Serve as point person for all students and families

EVALUATION & FEEDBACK

Oversee faculty and staff of the school, including recruitment, selection, evaluation, supervision, retention, and dismissal

Lead faculty to ensure that all staff are providing well-managed and rigorous daily lessons, reasonable and effective daily homework, and regular and productive afterschool tutoring

Foster commitment among faculty and staff to the development and fulfillment of the school’s mission and objectives

Hold teachers accountable for meeting high standards for student academic and behavioral performance

Work with staff on all curricular, instructional, assessment, and professional development issues and activities to ensure data drives classroom instruction

Work with staff to foster consistency among staff in enforcing the Student and Family Handbook and other school-wide discipline policies Facilitate positive faculty dynamics

Work with Special Education Coordinator to ensure 504 accommodations, IEP modifications, and counseling needs are met

FAMILY SUPPORT

Maintain communication and relations with the families of the school, ensuring they are kept involved with and held accountable for their children’s academic and behavioral performance

Communicate regularly with families regarding student performance and academic achievement Work with staff to correspond regularly with families regarding school policies, trips, events, and milestones

Work with staff to plan, coordinate, and support family meetings and special events

Respond to family concerns promptly and effectively

STUDENT SUPPORT/SCHOOL CULTURE

Collaborate with school staff to maximize the ability of the school to support students’ academic and socio-emotional development

Provide leadership to all staff and students in establishing a positive, structured, achievement-oriented, and fun school culture

Oversee students’ academic and behavioral program, including disciplinary decisions, enforcement of the Student and Family Handbook, scheduling and class decisions, educational program, and assessment and accountability

Ensure that traditions and rituals that support the school’s college mission are being created and maintained, grade by grade, year to year

Foster consistency in academic and behavioral expectations in and out of class

Ensure effective exam preparation to ensure student success

Work with appropriate staff to ensure the smooth administration and effectiveness of the after school enrichment programs

ORGANIZATIONAL LEADERSHIP

Demonstrate a relentless drive to improve the minds and lives of students in and out of school

Help oversee school-wide strategic planning and problem solving

Work with Director of Operations to lead the school’s administrative program

Exceptional ability to bridge and enhance cooperative working relationships.

Ability to create, monitor, and maintain systems that enhance organizational efficiency. Ability to thrive in a fast-paced, entrepreneurial environment; flexible, able to work autonomously as well as take direction as needed. Passion for the vision of an all-boys school.

2. Minimum educational level:

Bachelor’s Degree

3. Experience required:

5 years teaching and working in classrooms and coaching teachers, preferably in urban schools and/or communities

Experience as a Dean or equivalent leadership role highly preferred

Experience at a high-performing charter school highly preferred but not required

To make more elementary, middle, and high schools, we need future leaders to commit themselves to the most urgent and exciting work of our time. It takes individuals who can inspire students, who put excellence ahead of easy, and who project urgency about closing the achievement gap. It takes individuals who are fearless about making decisions and conducting difficult conversations and who can build a highly collaborative team and shape a vibrant culture. These individuals cultivate learning communities that are simultaneously academically rigorous and joyful. They know that their job is the most important one in the world. Self-reflective and humble, they are open to feedback and committed to continuously improving.

Uncommon Schools is offering a one-year fellowship to prepare to do one of three things: 1) open a new Uncommon school; 2) take over an existing Uncommon school; or 3) join an existing K-8 school as an Academy Director of Operations.

The Fellowship provides a robust development process to prepare leaders to oversee the ongoing operations at a school in conjunction with the Principal and Uncommon Home Office. The Fellow (i.e., the eventual Operations Leader) will work very closely with Uncommon’s Director of Organizational Learning. The Operations Fellow is a full-time employee, hired, supported, and evaluated by the Network Chief Operating Officer. The Operations Fellow must have a B.A. and ideally has an M.P.P., M.B.A., or J.D.

Prepare for Success

The Fellowship year is based on a foundation of six core elements that are aligned to the competencies of Uncommon leaders. Each element is designed to build Fellows’ capacity towards becoming effective operational school leaders. These include the following:

Evaluation and Feedback;

Fellowship Deliverables and Immersion;

Operations Leadership Meetings;

Professional Development;

School Startup Preparation;

and School Visits.

Evaluation and Feedback

Throughout the fellowship year, Fellows will receive coaching and feedback from their Network Chief Operating Officers in addition to the school leaders they are working closely with during their fellowships. Each Fellow will have an Individual Development Plan that identifies the specific areas of development around which their fellowship will be customized.

Fellowship Deliverables and School Guidelines

Fellows will join the current Operations leaders for periodic meetings to share and tackle current Operational challenges across Uncommon schools and to build their support network of current leaders.

Professional Development

Starting in the summer, Fellows will engage in professional development focusing on three main domains: Cultural Leadership, Leadership and Management, and Operational Leadership. Each professional development session will be lead by our experienced group of Managing Directors, current leaders and a select group of external partners.

Associate Managing Directors at Uncommon Schools serve as vitally important leaders in our organization, and help drive the success of our schools and Principals. Associate Managing Directors oversee instructional and academic programs for groups of schools within the Uncommon Schools network and are accountable for student success and achievement within their schools as well as developing and managing Principals.

As an Associate Managing Director at Uncommon Schools, you will:

Manage and oversee implementation of Uncommon’s academic program.

Train school Principals and develop future instructional leaders.

Lead regional and organization-wide instructional management together with the Chief Schools Officers and the Curriculum and Assessment team.

Execute Uncommon’s mission and vision and ensure that schools receive operational support they need.

Serve as a member of Uncommon’s Leadership Team.

JOB RESPONSIBILITIES

Management of academic program:

Observe schools on a daily basis and partner with Principals to constantly evaluate and improve instruction, curriculum implementation, assessments, and other aspects of the academic program and culture at schools.

Analyze student achievement data (including use of a school management dashboard) to improve school programs, pinpoint errors, and increase overall instructional rigor.

Support Principals in the training of teachers to use student achievement data to improve instruction and student learning.

Manage Principals to plan and implement summer and school-year training and content-area professional development for teachers in network.

Partner with Principal to build a strong staff and student culture as well as parent relations.

Support Principals to oversee hiring of teachers and other school staff.

Plan and implement summer and school-year training for Instructional Fellows and all network instructional leaders.

Recruit for and participate in Principal and instructional interview process for all schools.

Support cross-regional Principal professional development and develop/execute regional Principal professional development as needed.

Build personal and professional network in order to cultivate future instructional and leadership talent at Uncommon.

Management of regional and organization-wide instruction:

Build a “one mission” culture for schools through Principal meetings and other communication.

Provide feedback on curriculum and help implement curriculum at schools.

Identify leader support needs and work with senior leadership team to develop and implement solutions.

Ensure assessments, reports, and other data needs are managed and implemented by instructional leaders and school-based operations staff.

Research and identify best practices from own network and other organizations and help disseminate those practices effectively to others.

Execution of Uncommon’s mission and vision:

Partner with Uncommon leaders to support operational and compliance needs for the region and schools and to develop regional initiatives.

Help manage relationships with Uncommon’s Regional Boards of Trustees.

Partner with Uncommon’s Home Office to meet organizational needs, including development, marketing, recruitment, human capital, and other relevant functions.

Other responsibilities:

Serve as a member of Uncommon’s Leadership Team.

Monitor and support schools in meeting the needs of special education students and work with appropriate partners – within and outside of Uncommon Schools – to deliver high-quality, cost effective services for students.

Perform other related duties as required and assigned.

WHO ARE WE LOOKING FOR?

An Associate Managing Director is:

Passionately committed to the mission of Uncommon Schools.

A talented educator with a track record of leading students and staff effectively.

A skilled written and oral communicator who is able to facilitate decision-making among multiple parties.

An exceptional problem-solver with a demonstrated ability to think critically, plan strategically, as well as research and perform thorough data analysis.

Self-directed and eager to take initiative.

Poised and able to present effectively to diverse audiences.

A quick learner who is able to be effective in a fast-paced, dynamic, entrepreneurial environment.

QUALIFICATIONS

A bachelor’s degree is required, and a graduate degree in business, education, public policy, or related field is strongly preferred.

Experience as an instructional leader in a high-performing urban public school is required.

The Special Education Teacher is passionate about supporting the students who are at-risk for academic underperformance due to emotional and/or physical challenges so that they can succeed in the school’s rigorous academic program.

The Special Education Teacher holds primary responsibility for providing academic, emotional, and physical services for students who require additional support to thrive within the school’s core academic program.

RESPONSIBILITIES

Demonstrate a relentless drive to improve the minds, characters & lives of students both in and out of school.

Show unwavering commitment to urban youth achieving greatness.

Create a positive, structured learning environment to ensure that students observe the school’s core values, high expectations, and strict code of conduct.

Communicate effectively with students, families, and colleagues. Engage families in their children’s education.

Commit to continual professional growth, participating actively in department meetings, faculty meetings, and other meetings.

Participate in an annual three-week staff orientation and training.

Mentor and engage another Teacher in instructional practice and professional development.

Include a Teacher in daily classroom activities to help students meet academic standards.

QUALIFICATIONS

Drive to improve the minds and lives of students in and out of the classroom.

Proven track-record of high achievement in the classroom.

Mastery of and enthusiasm for academic subjects.

Evidence of self-motivation and willingness to be a team player.

Bachelor’s degree is required; Master’s degree is preferred.

Minimum of two years teaching experience in an urban public school or charter school setting.

Valid State Certification is helpful but not required.

Belief in and alignment with Uncommon’s core beliefs and educational philosophy is non-negotiable.

By the time that employment begins, candidates must have received a Bachelor’s degree from a College or University. For teaching roles in New York and Massachusetts, candidates must have also earned a cumulative Grade Point Average (GPA) of 2.5 or higher by the time employment begins. For teaching roles in New Jersey, the candidates must have earned a cumulative 2.75 GPA (for candidates graduating before September 1, 2016) or 3.0 (for candidates graduating on or after September 1, 2016).

The Special Education Coordinator is passionate about supporting the students who are at-risk for academic underperformance due to emotional and/or physical challenges so that they can succeed in the school’s rigorous academic program.

The Special Education Coordinator holds primary responsibility for providing academic, emotional, and physical services for students who require additional support to thrive within the school’s core academic program.

RESPONSIBILITIES

Demonstrate a relentless drive to improve the minds, characters & lives of students both in and out of school.

Show unwavering commitment to urban youth achieving greatness.

Create a positive, structured learning environment to ensure that students observe the school’s core values, high expectations, and strict code of conduct.

Commit to continual professional growth, participating actively in department meetings, faculty meetings, and other meetings.

Participate in an annual three-week staff orientation and training.

Mentor and engage another Teacher in instructional practice and professional development.

Include a Teacher in daily classroom activities to help students meet academic standards.

QUALIFICATIONS

Drive to improve the minds and lives of students in and out of the classroom.

Proven track-record of high achievement in the classroom.

Mastery of and enthusiasm for academic subjects.

Evidence of self-motivation and willingness to be a team player.

Bachelor’s degree is required; Master’s degree is preferred.

Minimum of two years teaching experience in an urban public school or charter school setting. Valid State Certification is helpful but not required.

Belief in and alignment with Uncommon’s core beliefs and educational philosophy is non-negotiable.

By the time that employment begins, candidates must have received a Bachelor’s degree from a College or University. For teaching roles in New York and Massachusetts, candidates must have also earned a cumulative Grade Point Average (GPA) of 2.5 or higher by the time employment begins. For teaching roles in New Jersey, the candidates must have earned a cumulative 2.75 GPA (for candidates graduating before September 1, 2016) or 3.0 (for candidates graduating on or after September 1, 2016).

The Dean of Curriculum & Instruction (DCI) is a school-based position that focuses on supporting teachers and instructional leaders to deliver the most rigorous and joyful academic experience for our students through observation and feedback, data-driven instruction, curriculum and assessment, professional development, building team culture through strong leadership skills, and contributions to organization-wide initiatives. As part of the instructional team, the DCI plays a central role in the success of their school. The DCI also works closely with the Principal and Director of Operations of their school as well as fellow DCIs across Uncommon.

Essential Duties & Responsibilities

Data Driven Instruction

Facilitate assessment cycles including scheduling, quality assurance of assessment materials, and teacher/student preparation with the support of school leadership

Conduct deep analysis of data in order to lead effective analysis meetings with teachers/content areas

Conduct daily observations and plan/execute 6-step feedback meetings that lead to teacher and instructional leader development and support implementation of action steps

Provide real-time feedback to teachers during instruction

Contribute to teachers’ mid-year reviews

Curriculum and Assessment

Own organization-wide curriculum and assessment work based on content expertise such as lesson planning, assessment revisions and review, collaborative scoring, and/or network analysis

Professional Development

Plan and deliver high-quality professional development that trains and orients staff members in Uncommon’s curricular systems and key pedagogical issues

Plan and execute team meetings for grade-level or content-area staff

Mission-Alignment

Demonstrate a relentless drive to improve the minds and lives of students in and out of school

Build professional relationships with teachers that help in their development

Collaborate with the Home Office, Associate/Managing Director, Principal, Dean of Students, the Special Education Coordinator, the School Social Worker, and other school staff to maximize the ability of Uncommon Schools to support students’ academic and socio-emotional development

The Dean of Students at Uncommon will work with the school’s Principal and Director of Operations to ensure that all students demonstrate dramatic student achievement gains and internalize the school’s values. This individual will also help lead the school’s efforts to create a positive, structured, consistent, caring, and disciplined school culture.

Essential Duties & Responsibilities:

Working closely with Principal to establish a positive, structured, achievement-oriented, and creative school culture.

Supporting teachers to hold all students to high and consistent behavioral expectations.

Serving as the point person for dealing with behavioral crisis-intervention and acute behavioral issues.

Acting as a resource to teachers in their instructional practice, especially as it relates to issues of discipline, relationships with students, classroom management, and school culture.

Assisting teachers, students, and parents in the effective creation and implementation of individual behavior plans.

Leading staff efforts to ensure all students have excellent attendance and arrive at school on time, and working aggressively with students and parents to ensure excellent attendance.

May participate in summer home visits highlighting the responsibilities of parents, teachers, and students.

Arranging for efficient homework collection in the morning, and ensuring homework is delivered to staff from students appropriately and accurately.

Helping to reinforce the effective use of a school-wide behavior plan, including managing the school’s demerit and rubric systems.

Serving as the point person for discipline/culture issues.

Ensuring that the physical environment of the school reinforces school culture and facilitates student achievement

Being highly present and visible during school hours, relentlessly ensuring the school has an exceptional school culture.

Proactively circulating throughout classrooms and hallways during the day, to gain valuable context on student behavior and help support positive school culture.

Monitoring behavioral pull-out and in-school suspensions.

Modeling the school’s values and the standard for professional behavior.

Coordinating student apologies and school culture messages at Community Meeting.

Supervising breakfast, lunch, in-between class transitions, enrichment, and dismissal, making sure students are always where they are supposed to be and ensuring a professional school culture at these times.

Tracking behavior on the school bus, ensuring students are exemplary bus riders to and from school.

Ensure that behavioral expectations and school culture standards are met outside of the classroom as well as inside, including establishing and monitoring bus behavior/culture as well as cafeteria/meal time behavior and culture

Qualifications:

Drive to improve the minds and lives of students in and out of the classroom.

Excellent communication skills, both verbal and written, and strong interpersonal skills with students, parents, colleagues, and community members.

Understanding of the nuances of urban school environments and school culture.

Bachelor’s degree is required; a Master’s degree is preferred.

Minimum of two years teaching experience in an urban district or charter school setting.

Belief in and alignment with Uncommon’s core beliefs and educational philosophy is non-negotiable.

POSITION: The Apprentice Teacher position provides a unique opportunity for talented individuals with limited or no teaching experience to explore the field of education and to gain hands-on practice and the training necessary to become a successful full-time classroom teacher. Apprentice Teachers will have an opportunity to observe best practices in classroom instruction and education reform from experienced teachers and school leaders at a leading charter management organization. Apprentice Teachers observe and learn from Master Teachers, co-teach with teacher-leaders, provide in-house substitute teaching coverage for teachers, and support teachers with tutoring, grading, and individual or small group student instruction. Depending on school needs and candidate background, Apprentice Teachers may also teach their own class of students, allowing for direct teaching experience within a more limited teaching load. Apprentice Teachers will also assist with a variety of work inside and outside of the classroom, including teaching Enrichment classes, organizing student events, and developing mentoring relationships with students. Through full participation in summer and school-year professional development, as well as regular meetings with an instructional coach, Apprentice Teachers will have many opportunities to gain the experience and support necessary to develop their teaching skills. By the end of the year, Apprentice Teachers will be very strong candidates for full-time teaching positions.

SPECIFIC RESPONSIBILITIES: Teach classes on behalf of Deans and teacher-leaders who are observing other teachers Provide substitute teaching coverage for teachers within the school; Potentially teach one class or small groups of students; Periodically plan and deliver instruction, gradually taking on more responsibility throughout the year; Develop teaching skills to potentially become a full-time teacher at the school; Support students by providing one-on-one and small group tutoring daily, and small group intervention and student support; Observe Master Teachers in order to improve instructional techniques and classroom management; Meet regularly with a coach to implement feedback on lessons and instruction; Teach or help coordinate an Enrichment class; Assist teachers with instruction, assessments, grading, and other classroom responsibilities; As appropriate, perform all duties expected of classroom teachers, including but not limited to: Implementing curricula and activities to meet academic standards; Designing and implementing assessments that measure progress towards academic standards; Using assessment data to refine curriculum and inform instructional practices; Participating in collaborative curriculum development, grade-level activities, and school-wide functions, events, and trips; Providing consistent rewards and/or consequences for student behavior; Serving as an advisor to a small group of students; Helping to co-lead advisory/homeroom in the morning and afternoon; Supervising students during transitions, breakfast, lunch and afterschool; Being accountable for students’ mastery of academic standards; Communicating effectively with students, families, and colleagues; Participating in an annual three-week staff orientation and training.

QUALIFICATIONS: Drive to improve the minds and lives of students in and out of the classroom Evidence of self-motivation, willingness to be a team player, and has a strong sense of personal responsibility; Ideal candidates are hard-working, urgent, energetic, and are willing to learn and adapt; Is extremely reflective and constantly wants to improve; Is flexible and enjoys dealing with unpredictability; Strong time management skills; ability to manage multiple tasks simultaneously and meet tight deadlines; A strong candidate will possess strong organizational skills, communication skills (particularly with children), and problem solving skills; Interest in performing a critical support role and the ability to excel in a fast-paced, entrepreneurial, results-oriented environment; Prior experience working in schools and/or urban communities is preferred but not required; Relentless commitment to mission of educating urban students. Belief in and alignment with Uncommon’s core beliefs and educational philosophy is non-negotiable.

EDUCATIONAL BACKGROUND AND WORK EXPERIENCE: Bachelor’s degree is required. A background in education is not required, though candidates should show a demonstrated passion for working with K-12 students. By the time that employment begins, candidates must have received a Bachelor’s degree from a College or University. For teaching roles in New York and Massachusetts, candidates must have also earned a cumulative Grade Point Average (GPA) of 2.5 or higher by the time employment begins. For teaching roles in New Jersey, the candidates must have earned a cumulative 2.75 GPA (for candidates graduating before September 1, 2016) or 3.0 (for candidates graduating on or after September 1, 2016)

COMPENSATION: This is a paid teaching apprenticeship, including comprehensive health benefits. Aside from extensive professional development, all our teachers are equipped with a laptop computer, email, high-speed internet access, and all necessary instructional supplies.

Join McREL International and become part of our rich legacy of making a difference in the quality of education for all, through excellence in applied research, product development, and services. Since 1966, we have a track record of success in the U.S., Canada, the Pacific Region, Australia, and other parts of the world. McREL is committed to being the organization that changes the odds for students and those that work with them. We turn knowledge about what works in education into practical, effective guidance and training for educators and education leaders, sharing the mission of the schools and systems we work with: to help students and staff be successful in identifying and achieving goals.

Our Honolulu office focuses on supporting courageous leaders across the Pacific region who are committed to improving student achievement. To accomplish this, the staff works with practitioners within the region to research, develop, implement, and evaluate strategies for improving systems and creating environments in which students achieve great results consistently.

POSITION SUMMARY:

McREL is currently seeking a researcher with expertise in teacher development including teacher professional learning, assessment of teaching, and preservice teacher development to be based in our Honolulu, Hawaii office and work on the Regional Education Laboratory for the Pacific Region (REL Pacific) which includes the state of Hawaii, American Samoa, the Republic of the Marshall Islands, the Republic of Palau, the Commonwealth of the Northern Mariana Islands, Guam, and the Federated States of Micronesia.

This candidate for this position will perform a variety of tasks under the direction of a project lead and will focus primarily on using an improvement science approach to design and deliver training, coaching, technical support (TCTS), and research studies for REL Pacific researcher–practitioner partnerships focused on teacher development and teacher learning. This will include collaborating with REL Pacific partnership members throughout the research and development process. Additionally, this candidate will be expected to develop and maintain client partnerships that facilitate the REL Pacific work and build relationships for other McREL opportunities.

This position requires frequent international travel as well as occasional national travel to locations within the Hawaiian islands and the continental United States.

Works as an effective team member to ensure completion of assigned tasks.

Proactively monitors project hours to ensure that they and other staff working on projects they lead stay within budgeted project hours and that all work is delivered on time and within budget.

Alerts REL Pacific management when there is the potential for cost or time overruns.

Responds to internal and external requests in a timely manner, including, at times, during non-traditional business hours.

Contributes toward generating opportunities for new work through relationship-building with potential clients.

Assists senior staff to research and identify potential funding sources.

Makes decisions and performs in a manner which is congruent with organizational goals, strategy, vision, mission, and values.

Knows and follows corporate policies, procedures, and processes.

Performs other duties as assigned.

SKILLS:

Strong oral and written communication, facilitation, and presentation skills.

Strong technical writing skills.

Expertise in facilitating trainings and providing customized coaching to individual educators and teams of educators, including district and state leaders.

Experience in leading educators in using the improvement science approach, including the use of tools such as driver diagrams and the Plan-Do-Study-Act cycle.

Qualitative and/or quantitative analytical skills.

Organizational and project management skills.

General knowledge and understanding of significant issues in education with established knowledge and experience working with educators on significant issues, research, and approaches related to teacher development and teacher learning.

Knowledge of the principles of high-quality professional learning and adult learning theory.

Intermediate knowledge of the steps in research and evaluation design.

General knowledge of instrument design. Ability to create instruments based on extant ones.

Experience working in international, Pacific, English learner or underserved contexts.

Experience with competitive grants and RFP responses.

Project management experience.

TRAVEL:

Must be willing and able to perform all national and international travel (including overnight and commercial airline travel) that is necessary to accomplish the essential functions of this position. Travel for this position is estimated at up to 50%.

We are proud to offer our employees a substantial benefit package including health, dental, vision, life and accident insurance, flexible spending accounts, and an employee assistance program. In addition, we offer a retirement savings plan with a significant employer contribution. We strive to support a work-life balance for our employees with a generous time off policy including vacation, personal time, sick days, and paid holidays.

Applicants must have work authorization that does not now or in the future require sponsorship of a visa for employment authorization in the United States and with McREL International.

McREL International is an Equal Opportunity Employer.

Comments Off on Upper Level Teachers for Progressive K-8 Charter School 2017-2018

Community Roots Charter School is a rigorous learning community where learning is embedded in meaningful real world context, where children are deliberately taught to see the connections between school and the world. CRCS students will meet or exceed the Common Core standards and be prepared to excel in the 21st century by being taught to be independent thinkers and to work productively within a diverse group of learners. At CRCS students will learn to combine curiosity with appropriate application, which will lead to deep understanding and the confidence to take on challenges to become who they want to be.

Currently, Community Roots has 460 students in grades K-8. Our first 8th grade class graduated in June 2015. Please visit our website for more information about our school: www.communityroots.org.

Community Roots is hiring:

General and Special Education teachers for grades 3-5 and ELA and Special Education teachers for grades 7 and 8. Community Roots offers Integrated Co-Taught (ICT) classes for grades K-8.

Community Roots seeks individuals who:

-Believe in and are capable of high levels of collaboration and communication-Believe that communicating and building relationships with children’s families is essential-See themselves as active learners committed to ongoing professional development-Believe that all children have the right to an exceptional education-Understand that children learn in different ways-Are committed to ensure that every child will succeed-Are capable of building a safe, nurturing, supportive and high achieving school culture-Believe that a combination of creativity and research generates engaging curriculum-Believe that working and educating children in a diverse environment is essential-Enjoy their work

Qualifications:

-Demonstrated success in teaching-Belief in CRCS mission and philosophy-Demonstrated ability to collaborate-Demonstrated ability to prioritize student achievement while creating a nurturing and encouraging school environment-Hold or are working towards New York State Certification-Preference for dual certification in Teaching Students with Disabilities (Special Education) and a content area

Responsible for building professional knowledge and increasing student achievement of preschool students by collaborating with P – 20 Learning Community Directors, building level leadership, Instructional Coordinators (IC), learning community support team, Teaching Partners, and preschool facilitators to develop their understanding of effective instructional practices in early childhood education. This position serves as a consultant in matters pertaining to Early Childhood Programming and services within each assigned school/site. Specific duties include: ensuring alignment and clear communication between standards, curricula and assessments, developing and providing district-wide professional learning experiences for ECE facilitators, ECE Paraeducators, teachers (emphasis on vertical teaming professional learning with ECE and Kindergarten teachers and supporting schools with preschool to kindergarten transition practices), Which includes supporting principals by monitoring achievement growth at schools, researching best instructional practices and curriculum, and developing instructional plans in alignment with District and state standards; working at the direction of the Director of Early Childhood in identifying and leading in the pilot and adoption of curricular resources that support content instruction and classroom intervention strategies; planning and participating in various District meetings; planning and facilitating new teacher on-boarding and induction activities. Support all school sites that have an ECE program in the effective implementation of the Colorado Academic Standards, Colorado Early Learning Guidelines, Colorado Shines, with a particular emphasis on ECE and Kindergarten grade level related curricula and assessments and effective instructional practices in all ECE and Kindergarten classrooms. Support district-wide implementation through professional learning, monitoring, coaching and providing input to revisions of Early Learning Instructional Models and exit criteria when appropriate. Build capacity of school leadership teams to plan and develop building level professional development for early learning content. Plan and participate in site visits, learning walks, ECE leadership team meetings, P- 20 team meetings; Division of Equity in Learning and Teaching and Learning team meetings, in-services, group dialogues and grade level meetings. In partnership with the P-20 Support Teams, assist school leaders, ECE Department and P-20 Learning Community Directors in monitoring achievement growth at schools; analyzing TS GOLD, School Readiness Assessments, Benchmark Assessment System (BAS), and other early learning and school specific content assessments. Collaborate across support teams and within the Division of Equity in Learning along with building leadership regarding, instructional practices, data collection/analysis, and vertical teaming supports. Develop teacher understanding of appropriate instruction through staff development and one-on-one consultation that focuses on curriculum, planning, assessment and evaluation of preschool students. Support instructional staff to provide a continuum of services to meet students’ needs through co-planning, scaffolds, and accommodations/modifications. Plan and facilitate ongoing professional development for teachers and paraprofessionals. Support transition to Kindergarten processes and vertical alignment ECE to Kindergarten across all early childhood settings within the district and community sites. Serve as administrative support to the ECE department.

Chalkbeat, a nonprofit education news organization, is seeking a development manager to help us work more efficiently and effectively toward achieving our ambitious fundraising goals. Working closely with Chalkbeat’s development team and our CEO, the development manager will coordinate the day-to-day systems and operations of this team and will manage a diverse portfolio of fundraising projects. The right candidate will be smart, organized, and entrepreneurial, with strong communication, project management, and analytical skills.

The key responsibilities for this role include:

Managing the tasks and workflow of the development team by developing work plans, creating smart meeting agendas that help us execute effectively against multiple simultaneous deadlines and setting priorities based on weekly, quarterly, and annual goals.

Reviewing budget needs for individual markets and tracking fundraising gaps by monitoring progress against our fundraising goals and working closely with the finance team to understand our fuller financial picture.

Managinggrant writing and reporting tasks bycoordinating with other teams (finance, editorial, product) to ensure that our reporting is timely, accurate and tells a compelling narrative about our impact.

Managing internal evaluation and reporting of development work using Salesforce and internal tracking systems to assess progress and gaps.

Chalkbeat is the nonprofit news organization committed to covering one of America’s most important stories: the effort to improve schools for all children, especially those who have historically lacked access to a quality education. We’re in five locations — Colorado, Detroit, Indiana, New York, and Tennessee — and growing. Read more about our mission and values.

This is a full-time position with benefits. Chalkbeat offers a competitive salary, commensurate with experience, and a generous benefits package, including a paid winter recess. This position may be based in our New York City headquarters, Indianapolis bureau, or the Washington, D.C. area. We will consider a remote working arrangement for the right candidate. Periodic travel may be required.

The NET Charter High School serves students who have dropped out of or been expelled from high school or who have struggled academically or behaviorally in traditional settings. The school’s name stands for: meeting Needs, raising Expectations, Training for life. Students at The NET earn a high school diploma and participate in internships with area employers in various fields. Our students leave school with the skills, confidence and experience to succeed in the career and education path of their choice.

Position Summary

The NET Teacher/Advisor position is a unique opportunity to work intensively with small groups of your favorite students—the ones that don’t seem to excel in traditional classrooms. This position comprises two different responsibilities—Teacher/Advisor for ELL students and Spanish I & II Teacher.

This position is responsible for:

Planning and teaching multi-disciplinary, project-based seminar courses (generally English, Social Studies, and Electives) for students with limited English skills

Pushing into, pulling out of, or co-teaching other classes in order to support ELL students

Spanish I and II curriculum development & teaching

Differentiating lessons, assessments and support

Assessing and monitoring student progress on an individual and course level

Select an Essential Question and anchor texts which fit with the semester’s assigned credits

Using the tenants of Understanding by Design and Project-based Learning, create unit and daily lesson plans, and create end of Cycle Exhibitions

Provide instruction which develops ELL students’ reading, writing, and speaking skills in English

Use the tenants of Differentiated Instruction to develop individual daily plans and projects for each advisee in keeping with their Individual Graduation Plan and academic data

Pushing into, pulling out of, or co-teaching other classes in order to support ELL students

Depending upon student numbers and needs, a variety of supports will be needed including pushing into to content courses, pulling students for intensive language, test prep, or content interventions, and/or co-teaching courses with another teacher

Spanish I and II Curriculum Development & Teaching

Develop Spanish I and II curricula and scope and sequences which align with the LA State Standards

Develop and execute on Weekly and Daily lesson plans

Develop and execute on Labs, Projects, and other hands-on learning experiences

Differentiating lessons, assessments and support

Collaborate with special education teaching assistants, teachers, coordinator and RtI coordinator to insure all students receive the appropriate, high quality modifications and accommodations

Develop differentiated assignments and assessments

Building and leveraging transformative relationships for advisee growth

Participate in all aspects of Advisee’s experience including: intake, RtI, special education, internships, and post high school transition

Set goals with each Advisee and appropriate adults in all areas including academics, behavior and future preparations

The NET Charter High School serves students who have dropped out of or been expelled from high school or who have struggled academically or behavioral in traditional settings. The school’s name stands for: meeting Needs, raising Expectations, Training for life. Students at The NET earn a high school diploma and participate in internships with area employers in various fields. Our students leave school with the skills, confidence and experience to succeed in the career and education path of their choice.

Position Summary

The NET seeks a full time, special education teacher to provide support for students who most severely struggle academically and/or behaviorally.

This position is a unique opportunity to work intensively with your favorite students—the ones who don’t seem to excel in traditional classrooms. You will join a highly dedicated and mission aligned team of professionals striving to insure that all special education students receive the high quality supports they deserve.

As a Special Education teacher, you are responsible for:

Teaching and/or Co-teaching Tier 3 classes for students who struggle academically or behaviorally

Provide push-in support for students in Math, Science and Humanities classes

The NET Charter High School serves students who have dropped out of or been expelled from high school or who have struggled academically or behaviorally in traditional settings. The school’s name stands for: meeting Needs, raising Expectations, Training for life. Students at The NET earn a high school diploma and participate in internships with area employers in various fields. Our students leave school with the skills, confidence and experience to succeed in the career and education path of their choice.

Position Summary

The NET Teacher/Advisor position is a unique opportunity to teach and work intensively with small groups of your favorite students—the ones that don’t seem to excel in traditional classrooms.

As a Teacher/Advisor, you have tremendous impact on the curriculum, culture and class and program structure in order to ensure that each of your advisees develop to their greatest potential.

The NET Charter High School serves students who have dropped out of or been expelled from high school or who have struggled academically or behaviorally in traditional settings. The school’s name stands for: meeting Needs, raising Expectations, Training for life. Students at The NET earn a high school diploma and participate in internships with area employers in various fields. Our students leave school with the skills, confidence and experience to succeed in the career and education path of their choice.

Position Summary

The NET Teacher/Advisor position is a unique opportunity to teach and work intensively with small groups of your favorite students—the ones that don’t seem to excel in traditional classrooms.

As a Teacher/Advisor, you have tremendous impact on the curriculum, culture and class and program structure in order to ensure that each of your advisees develop to their greatest potential.

The NET Charter High School

The NET is an alternative high school for students who have dropped out of, been expelled from, or who have otherwise struggled in a traditional school setting. Students at The NET receive intensive, individualized academic, social, and behavioral supports, earn a high school diploma, and participate in rigorous internships with area employers. Our students leave school with the skills, confidence and experiences necessary to succeed in the career and education paths of their choice.

Position Summary

The NET Science Teacher position is a unique opportunity to provide the type of high quality math curriculum and instruction you believe struggling high school students in New Orleans deserve.

The NET Charter High School

The NET is an alternative high school for students who have dropped out of, been expelled from, or who have otherwise struggled in a traditional school setting. Students at The NET receive intensive, individualized academic, social, and behavioral supports, earn a high school diploma, and participate in rigorous internships with area employers. Our students leave school with the skills, confidence and experiences necessary to succeed in the career and education paths of their choice.

Position Summary

The NET Math Teacher position is a unique opportunity to provide the type of high quality math curriculum and instruction you believe struggling high school students in New Orleans deserve.

The future is here! Join a fast growing community of elite educators who are teaching right from their home. As an independent contractor, you will be matched 1:1 with Chinese students on our secure virtual learning platform to teach English online. You can make your own schedule and use VIPKID resources to instruct – no lesson planning required!

This opportunity is for you if you have a strong teaching background, are energetic, engaging, and self-motivated. If you consider yourself a global educator and are excited about the use of technology to connect the world, then this is a match. Partner with us and help change the face of online learning.

About VIPKID

We have offices in Beijing, Shanghai, and San Francisco and have over 80,000 students and 8,500 teachers on the VIPKID platform. Founded in 2013, VIPKID has won several awards including CY Zone’s Top 100 Chinese Companies, Top 21 Global Innovation Companies, and the US-China Entrepreneurship Leader Award. We have strategic partnerships with ETS, Coursera, and TESOL, and are venture backed by top investors, such as Innovation Works, Sequoia Capital, Matrix Partners, H Capital, Northern Light Venture, Yunfeng Capital, Learn Capital, and Kobe Bryant’s fund, Bryant Stibel.

We pride ourselves on giving Chinese children the American elementary school experience.

The Work

1-on-1 online full immersion English language and content classes

An American curriculum, based on the Common Core State Standards

25-minute highly engaging lessons

Requirements

Exposure to the American or Canadian K-12 education system

Minimum 1 year of teaching experience

Bachelor’s degree

Tech Requirements: Desktop or Laptop with a fast internet connection and audio/video capability

Opportunity Details

Contract type: Independent contractor

Contract term: 6-Months

Start date: Immediately

Hours: In order to maximize the number of classes scheduled, teachers are recommended to be available for at least 15 time slots per week (each time slot is 30 minutes) during Beijing peak times. The following hours tend to be the most requested time periods from our families: Monday-Sunday 6-10pm, and Saturday-Sunday 9am-10pm in Beijing time.

Here are the times converted to US times:

Peak Times

Monday – Friday

Saturday – Sunday

US Times

Beijing 6pm – 10pm

Beijing 9am – 10pm

EST

6am – 10am

Fri-Sun 9pm – 10am

CST

5am – 9am

Fri-Sun 8pm – 9am

MST

4am – 8am

Fri-Sun 7pm – 8am

PST

3am – 7am

Fri-Sun 6pm -7am

Hawaii

1am – 5am

Fri-Sun 4pm – 5am

Payment: Our teachers are paid according to the number of classes finished. The minimum service fee rate range is US$ 14-$18/hour. There are incentives for every lesson, so a typical service fee ranges between US$ 14-22/hour. This business opportunity is ideal for independent contractor teachers looking to supplement their income.

By studying the impact of adversity on the developing brain, Turnaround for Children is on to something big. It is connecting the dots between poverty, stress and academic performance.

Turnaround translates the science that explains the impact of stress on learning and behavior into tools and strategies that teachers and administrators can use to cultivate safe environments, reduce stress, increase engagement in learning and accelerate student development and academic achievement. Turnaround acts as a catalyst for change by raising awareness about and addressing the challenges that affect all schools facing adversity, particularly those in high-poverty communities.

Over the past 15 years, Turnaround has grown from an idea into an organization with a $13.4 million annual operating budget and nearly 60 employees. Currently Turnaround partners with 10 schools in New York City, Newark, New Jersey and Washington, D.C., serving more than 4,100 students and nearly 500 teachers. Turnaround’s central office is located in midtown Manhattan.

Location

This position is based in our Washington D.C. office with regular travel to offsite local area locations and occasional travel to New York City. Possibility of more regular travel to New York City during orientation period.

FLSA

This is a non-exempt level position that is eligible for overtime.

About the Position

The Data Analyst will play a critical role Turnaround’s work to collect, analyze, and apply data about the organization’s impact, including both quantitative and qualitative data, with a special focus on the application of improvement science principles to enable disciplined inquiry and meaningful learning about Turnaround’s newer tools and services. By helping internal colleagues and external partners and stakeholders gain data-driven insights about our tools and services, this role will help ensure that students receive the interventions needed to thrive in school and in life.

Key Responsibilities (including but not limited to):

Establish and refine systems for collecting, analyzing, communicating, and acting on qualitative data on Turnaround’s work across all regions and service models, with a special focus on Turnaround’s newer tools and services. This work will be collaboratively supported by the peer Data Analyst and Research Operations Manager.

Collaboratively support the peer Data Analyst and Research Operations Manager in establishing and refining systems for collecting, analyzing, and communicating quantitative data on Turnaround’s work across all regions and service models, with a special focus on developing and improving educator-facing reports.

Founded in 2011, America Achieves is a nonprofit organization helping young people get the education and preparation needed to succeed and lead in a changing world. America Achieves has realized the necessity of addressing the changing economy and the implications for the education system, and believes that we must better align our educational and skill development systems to prepare people from every background and community in the United States for good jobs and careers in this rapidly changing economy. Our goal is to develop innovative proof points and build a systemic movement of cities, regions, states, and institutions that are preparing citizens for the future economy by aligning their efforts in K-12, higher education, workforce training, and jobs.

The Louisiana Educator Voice Fellowship

The Educator Voice Fellowship, an initiative within America Achieves, equips top teachers and principals to tap their classroom and school expertise to have an effective seat at the table and be co-architects of state and local education policy. Having built a national program as well as statewide programs in Colorado, Michigan, New York, and Tennessee, the Fellowship is expanding to Louisiana in 2017 in partnership with the Louisiana Department of Education (LDOE). Between September 2017 and December 2018, the 16-month Louisiana Educator Voice Fellowship will expose educators from around the state to the changing set of skills that students need to be successful in future jobs.

The Role

The Lead Product Developer will engage leading educators along with industry and government leaders to create a new set of career readiness curricular materials. Our goal with LDOE is to produce a course that will expose all Louisiana students to career opportunities through inquiry and authentic work experiences, inspire them to build the foundation for their career and life success in high school, and help them build high-demand, transferrable workplace skills such as collaboration, creativity, and communication.

By leading the team of educators, government stakeholders, and industry leaders that develops a new career education course, the Lead Product Developer will have the opportunity to make an enormous impact for students and educators across the state. The ideal candidate for this position is an excellent communicator, is comfortable working in a fast-paced environment, possesses a dynamic skillset, has subject matter expertise in career readiness, can leverage and apply new technologies in school settings, and is energized by the prospect of developing new curricular resources.

Responsibilities

Lead product development, including writing and publishing, for a new, outside-the-box 21st Century career education course that is grounded in project-based, experiential learning and aligned with 21st Century workforce needs

Lead the development of an instructor training program for the career education course

Manage virtual and in-person co-development of projects with leading career education practitioners as well as industry and government stakeholders. Projects include: landscape analysis of existing career education resources, recommendations on the ideal career education course for Louisiana students, review of drafted career education course materials, instructor training materials, policy recommendations, and course evaluation

Support the Louisiana course review process with partners at LDOE

Facilitate meetings between educators, state officials, industry leaders, and other stakeholders

Support the delivery of learning experiences (site visits, seminars, and webinars) for Fellows

Support distribution to schools and districts of course materials and instructor training

Support program evaluation by collecting quantitative and qualitative data

Qualifications

Subject matter expertise on career education and 21st century skills

Knowledge of pedagogical best practices for experiential and work-based learning

Ability to leverage and apply new technologies in public school settings

Global Cities, Inc. is a non-profit organization established under the auspices of Bloomberg Philanthropies and headquartered in New York City. Committed to educating the next generation to work in a global economy, it operates the tech-savvy interactive educational program, Global Scholars, for kids age 10-13 in 46 cities worldwide. Its hubs are in Barcelona, Buenos Aires, Delhi, Istanbul, London, Madrid, Medellin, Mumbai, New York, Taipei, Tel Aviv and Warsaw.

JOB OVERVIEW:

Our team seeks an experienced classroom teacher to communicate with teachers and school administrators and work in the Global Scholars e-classroom that connects 10,500 middle school students from around the world. We are looking for a creative and innovate individual who aspires to grow within a start-up environment and contribute to the design of its mission and approach. The Manager will report to the Vice President of Operations and work within a professional education team with Global Cities’ Founder.

ESSENTIAL DUTIES AND RESPONSIBILITIES:

Analyze, understand and review student work for its effectiveness in supporting student global competence as well as literacy and technology skill sets.

Lead teachers in live professional development by video conference.

Represent the program to school administrators, education leaders and policy makers as part of recruitment efforts both domestically and internationally.

Assist in the development of original curricula. The Global Scholars program provides new, original lesson plans and materials each school year.

Manage the enrollment of participating schools and ensure their effective participation in the program through telephone, email, videoconference correspondence, as well as in-person meetings as appropriate.

QUALIFICATIONS:

At least 5 years of recent experience as a lead classroom teacher.

Bachelor’s degree, with a graduate degree preferred.

Experience working with a variety of stakeholders, including educators, administrators, and district officials.

Proficient computer skills with some knowledge of current technological applications for educational purposes.

Exceptional written, social, and communications skills; experienced in conducting presentations and public speaking.

Expert ability to manage time, work autonomously, and handle multiple tasks on a virtual office platform while ensuring accountability.

Ability to travel to participating sites, meetings, and events, both domestically and internationally, as needed, and flexibility for work hours that may extend beyond the New York City time zone day.

STRIVE Prep-RISE will open its doors to 9th grade students in the Far Northeast community of Denver in the Fall of 2016 and will join STRIVE Prep-SMART and STRIVE Prep-Excel as the third high school in the STRIVE Prep network.

Teachers and leaders at RISE will focus on developing students to become critically thinking lifelong learners who are empowered, focused, and compassionate members of their communities. This includes required engagement in community service learning throughout the year.

The rigorous college preparatory curriculum at RISE will include mandatory Advanced Placement coursework, graduation requirements that exceed the Colorado Department of Higher Education requirements for four-year college entry and a robust offering of extracurricular activities.

Find out more about STRIVE Prep-RISE, the Far Northeast community, and the Principal, Elisha Roberts, on our website at www.striveprep.org

Our Aspiring Leaders:

Consciously choose to teach and transform the lives of high school scholars every day as a founding teacher at a growing high school.

Demonstrate proven leadership skills in an urban setting with an emphasis on data-driven instruction and demonstrable gains in student achievement.

Understand, appreciate, and can pull from at least 2 years of special education teaching experience (required) in an urban setting (strongly preferred).

Believe in and commit to the mission of STRIVE Prep – RISE including the mindset that every student can and will achieve.

Essential Duties & Responsibilities:

Implement a new MI program at STRIVE Prep-RISE Academy in the 2016-17 school year that has been created during the initial planning phase. Implementation will include:

Refine programming to ensure delivery of rigorous and specialized instruction in all

Manage and lead a team of paraprofessionals in providing one-on- one instructional core content areas and behavioral support to center students, including teaching social and adaptive skills, providing small group or one-on- one academic instruction, and pushing-in and supporting students in a general education setting, as needed.

Work closely with district support staff and managing DPS transportation service

Collaborate with school leadership, teachers, paraprofessionals, and the special education team to ensure that instruction is always meeting the needs of all learners, including supporting student inclusion in general education classrooms and supporting the team in tracking students on their Individualized Education Plan (IEP) goals on a daily basis.prepare for their goals for future employment and independent living.

Providing transition and life skills services that allow students to receive work experience and

Collect and use data to track student growth, and create or modify student IEPs.

Provide fair, accurate, and constructive feedback to students on their progress.

Build relationships with students and families through consistent partnership and

Participate in Summer Training Institute as well as professional development communication. throughout the school year.

What we Offer our Teachers:

Competitive compensation package.

Annual performance based raises.

Participation on the Colorado PERA retirement program including a PERA 401k contribution option.

Funding of 100% of individual medical benefits and a wide range of insurance plans.

A laptop and access to classrooms equipped with Smartboards and document cameras.

Additional stipends available for participation in athletic and extracurricular programs.

Grit : Our work is fun, but it is also hard. We look every challenge square in the face and say, “bring it on!” We are not afraid to fail. When we do, we pick ourselves up. When others do, we extend a hand.

Relationships: Roots is a school family. We respect ourteachers, our classmates, our community and ourselves. We see strengths in all people first. We use our words to solve problems and always assume the best. Our kindness is contagious.

Ownership: We take ownership over our words and actions. We are open and honest. We make plansfor our plans. We freely admit mistakes and embrace difficult conversations. We deeply feel our shared responsibility for all our scholars.

Wonder : Education done right begins and ends in wonder. We marvel at – and are humbled by – one another and the world around us. We are obsessed with questions – the questions we ask our scholars, ourselves, our teammates, and most importantly the questions we inspire our scholars to ask of us.

DO YOU WANT TO…

Directly lead the instructional coaching and planning support and review for a subset of Roots teachers

Work directly with the Principal to identify school-wide priorities for improvement, develop session materials, and lead professional learning sessions with the teaching team

Work closely with the Principal to recruit and hire the next generation of Roots teachers

Constantly refine your skills as an instructional leader through coaching, feedback and professional development

Be an innovator in your field, push the limits of what’s possible, try new things, experiment and reflect

Wear a wide variety of hats and do whatever it takes for our scholars to be successful

DO YOU HAVE…

An unwavering personal commitment to closing the opportunity gap for all children in our time

2-4+ years of experience driving superior results in an elementary school classroom and 2-4+ years of experience coaching other teachers to do the same, ideally in a high performing charter environment

Data in your veins: you analyze, interpret, and use data to collaborate, identify gaps, and drive results

Strong interpersonal skills, the ability to form strong working relationships quickly and maintain them through conflict

A growth mindset that drives you to constantly seek feedback and development opportunities to improve

An entrepreneurial mindset that drives you to do “whatever it takes” for students to be successful, often demanding a commitment to flexibility, wearing many hats, and pitching in where you can to reach our common goals

This is an ELA-S position, so we can only consider candidates for this position that are fluent in both oral and written Spanish and able to pass the Spanish Language Proficiency (SLP) exam. Please read the entire job description for more details.

About STRIVE Preparatory Schools:
Founded in 2006, STRIVE Preparatory Schools (STRIVE Prep) is a Denver-based community of free, open enrollment, public charter schools committed to providing every student with an excellent, college-preparatory education. We believe that students from all backgrounds deserve a college preparatory education regardless of race, economic circumstance or previous academic achievement. We are committed to preparing all students for educational success from kindergarten through college and career by challenging them to realize their full potential through high expectations in a safe, rigorous, and compassionate learning environment with shared accountability among students, families and staff.

Our teachers, leaders, faculty and staff clear a path for all families to have access to a high-quality school that’s just down the street, not across town. By building great schools in Far Northeast, Northwest and Southwest Denver, we will create depth of impact and long-lasting community change.

At STRIVE Prep, transformation is a choice that has led to:

The opening of 11 free, public charter schools within Denver Public Schools (DPS) throughout Far Northeast, Northwest and Southwest Denver.

A shared vision of making a college prep education for all students in our community the norm, rather than the exception, by growing from 11 schools serving 3,500 students to 17 schools serving 7,500 students by the year 2022.

A commitment to serve all students from the neighborhoods in which we operate, whereby approximately 97% of STRIVE Prep students identify as students of color, 91% of students qualify for free or reduced lunch, 42% are English Language Learners and 12% receive Special Education services.

One or more STRIVE Prep schools consistently ranking in the top 10 high performing secondary schools within DPS since the DPS School Performance Framework was introduced.

The welcoming of any scholar from kindergarten through twelfth grade who desires to STRIVE for college. Because STRIVE Prep participates in the DPS SchoolChoice process, enrollment is open to any student in the communities we serve regardless of race, economic circumstance or previous academic achievement.

About STRIVE Prep – Kepner:

STRIVE Prep – Kepner welcomed its very first class of 6th grade scholars in the fall of 2016. As the seventh STRIVE Prep middle school campus, STRIVE Prep – Kepner will provide families in Southwest Denver a world-class education in a compassionate and highly-structured environment.

STRIVE Prep – Kepner supports scholars who are developing their English language skills with dual-language instructional supports and a range of opportunities to acquire the English language proficiency that is essential for college.

To prepare for the academic and social demands of our rigorous program, STRIVE Prep – Kepner scholars will attend a 2-week culture camp as an opportunity to become familiar with the adults in our community and the high expectations of a world-class education.

Essential Duties & Responsibilities:

Lead revolutionary bilingual instruction in Science.

Teach four 45-minute classes per day, Monday through Friday, and one 60-minute intervention or Language acquisition class Monday through Thursday.

Translate student materials into Spanish and teach between 25% – 50% of classes in Spanish.

Support a small group of scholars with remedial skills for 30 minutes one afternoon per week.

Participate in lesson planning clinics with an instructional coach and create Common Core aligned lesson plans each day.

Lead a student advisory at the beginning and end of each school day, and serve as the main point of contact and advocate for students in the advisory.

Support scholars by supervising lunch or break once per day.

Establish systems and routines in order to create a safe, purposeful, and welcoming classroom environment.

Analyze student assessment data and use it to determine next steps.

Take responsibility for the safety and learning of all students in the school.

Collaborate with other teachers, school leaders, curricular specialists, and the special education team to ensure that instruction is always meeting the needs of all learners.

Provide fair, accurate, and constructive feedback to students on their progress.

Communicate regularly and often with families to both solicit their input and share student social and academic progress.

Assist in planning and support of school-wide events including community/morning meetings, dances, and field trips.

Be available to students by phone every evening, Monday-Thursday, for homework assistance until 8:00 p.m

Attend and participate in weekly staff and/or grade level meetings.

Participate in STRIVE Prep’s Summer Training Institute as well as professional development throughout the school year.

Our Aspiring Teachers:

Consciously choose to teach and transform the lives of middle school scholars by joining a founding team of educators who will do whatever it takes in a turnaround environment to support scholars in gaining access to college.

Highly invest themselves in constant growth and reflection as educators and professionals.

Approach every day with unapologetic high expectations, persistence and a sense of humor.

Proudly hold a Bachelor of Arts or Science degree and are able to submit proof of Qualified Teacher status (teacher’s license not required) within six weeks of starting through one of the following channels outlined by the Colorado Department of Education:

A valid Colorado Teacher License in the applicable endorsement area;

Sufficient college coursework (or degree in content area);

Passing score for the applicable Praxis ii or Colorado PLACE exam.

Read more about the available pathways to becoming a Qualified Science Teacher.

Have experience working with bilingual students (strongly preferred).

Fluently speak and write Spanish and are able to pass the speaking, reading, and writing sections of the Spanish Language Proficiency Exam before the first day of school (required). Read more about the SLP exam through Berlitz here.

Understand, appreciate and can pull from experience teaching in an urban setting (strongly preferred).

Dedicate themselves to the educational success of all students, not some students.

Bring enthusiasm, professionalism and positivity to their classrooms and our adult community.

Assume the best in others and are willing to have courageous conversations in order to do what is best for students.

Work hard and approach challenges as opportunities for improvement.

Set high expectations for themselves and others and a willingness to hold themselves and others to those expectations.

What we Offer our Teachers:

Ongoing coaching and professional development.

135 minutes of structured planning time built into the school day to plan the highest quality lessons.

$5,000 stipend will be offered with the bilingual position.

A laptop and access to classrooms equipped with Smartboards and document cameras.

Competitive compensation package and annual performance based raises.

Participation on the Colorado PERA retirement program including a PERA 401k contribution option.

Funding of 100% of individual medical benefits and a wide range of insurance plans.

Early application deadline of November 4, 2016.
This position will begin July 2017 for the 2017-2018 school year. Teachers are strongly encouraged to participate in a 3-week summer Culture Academy (June 5th-23rd) which will include professional development and a $2000 stipend.
Applications are accepted on a rolling basis until the position is filled.
STRIVE Prep is an equal opportunity employer.
Visit our Careers Page at http://www.striveprep.org/join-our-team/teach-at-strive/ to learn more about what to expect in the hiring process and who we need.
Please contact Desiree’ at dbeckett@striveprep.org with any questions.

Please note: We have several 2017-2018 positions available on our website currently. If you are available immediately or do not see a position that is the exact fit for you, please feel free to apply to our regional role and we would be thrilled to consider your application! Please detail in your cover letter the position, grade level, available start date, and/or geographic region that you prefer!

About STRIVE Preparatory Schools:
Founded in 2006, STRIVE Preparatory Schools (STRIVE Prep) is a Denver-based community of free, open enrollment, public charter schools committed to providing every student with an excellent, college-preparatory education. We believe that students from all backgrounds deserve a college preparatory education regardless of race, economic circumstance or previous academic achievement. We are committed to preparing all students for educational success from kindergarten through college and career by challenging them to realize their full potential through high expectations in a safe, rigorous, and compassionate learning environment with shared accountability among students, families and staff.

Our teachers, leaders, faculty and staff clear a path for all families to have access to a high-quality school that’s just down the street, not across town. By building great schools in Far Northeast, Northwest and Southwest Denver, we will create depth of impact and long-lasting community change.

At STRIVE Prep, transformation is a choice that has led to:

The opening of 11 free, public charter schools within Denver Public Schools (DPS) throughout Far Northeast, Northwest and Southwest Denver.

A shared vision of making a college prep education for all students in our community the norm, rather than the exception, by growing from 11 schools serving 3,500 students to 17 schools serving 7,500 students by the year 2022.

A commitment to serve all students from the neighborhoods in which we operate, whereby approximately 97% of STRIVE Prep students identify as students of color, 91% of students qualify for free or reduced lunch, 42% are English Language Learners and 12% receive Special Education services.

One or more STRIVE Prep schools consistently ranking in the top 10 high performing secondary schools within DPS since the DPS School Performance Framework was introduced.

The welcoming of any scholar from kindergarten through twelfth grade who desires to STRIVE for college. Because STRIVE Prep participates in the DPS SchoolChoice process, enrollment is open to any student in the communities we serve regardless of race, economic circumstance or previous academic achievement.

Understand, appreciate and can pull from experience teaching in an urban setting (strongly preferred).

Speak Spanish or have experience working with bilingual students (strongly preferred).

Commit to constant growth and reflection as educators and professionals through regular coaching and professional development.

Dedicate themselves to the educational success of all students, not some students.

Bring enthusiasm, professionalism and positivity to their classrooms and our adult community.

Assume the best in others and are willing to have courageous conversations in order to do what is best for students.

Work hard and approach challenges as opportunities for improvement.

Set high expectations for themselves and others and a willingness to hold themselves and others to those expectations.

What we Offer our Teachers:

Ongoing coaching and professional development.

90-150 minutes of structured planning time built into the school day to plan the highest quality lessons.

A laptop and access to classrooms equipped with Smartboards and document cameras.

Competitive compensation package and annual performance based raises.

Participation in the Colorado PERA retirement program including a PERA 401k contribution option.

Funding of 100% of individual medical benefits and a wide range of insurance plans.

Please include in your cover letter the grade level, position, available start date, and/or geographic region you prefer.
Applications are accepted on a rolling basis until the position is filled.
STRIVE Prep is an equal opportunity employer.
Visit our Careers Page at http://www.striveprep.org/join-our-team/teach-at-strive/ to learn more about what
to expect in the hiring process and who we need.
Please contact Kristin @ KScannell@striveprep.org with any questions.

Please note: We have several 2017-2018 positions available on our website currently. If you are available immediately or do not see a position that is the exact fit for you, please feel free to apply to our regional role and we would be thrilled to consider your application! Please detail in your cover letter the position, grade level, available start date, and/or geographic region that you prefer.

About STRIVE Preparatory Schools:
Founded in 2006, STRIVE Preparatory Schools (STRIVE Prep) is a Denver-based community of free, open enrollment, public charter schools committed to providing every student with an excellent, college-preparatory education. We believe that students from all backgrounds deserve a college preparatory education regardless of race, economic circumstance or previous academic achievement. We are committed to preparing all students for educational success from kindergarten through college and career by challenging them to realize their full potential through high expectations in a safe, rigorous, and compassionate learning environment with shared accountability among students, families and staff.

Our teachers, leaders, faculty and staff clear a path for all families to have access to a high-quality school that’s just down the street, not across town. By building great schools in Far Northeast, Northwest and Southwest Denver, we will create depth of impact and long-lasting community change.

At STRIVE Prep, transformation is a choice that has led to:

The opening of 11 free, public charter schools within Denver Public Schools (DPS) throughout Far Northeast, Northwest and Southwest Denver.

A shared vision of making a college prep education for all students in our community the norm, rather than the exception, by growing from 11 schools serving 3,500 students to 17 schools serving 7,500 students by the year 2022.

A commitment to serve all students from the neighborhoods in which we operate, whereby approximately 97% of STRIVE Prep students identify as students of color, 91% of students qualify for free or reduced lunch, 42% are English Language Learners and 12% receive Special Education services.

One or more STRIVE Prep schools consistently ranking in the top 10 high performing secondary schools within DPS since the DPS School Performance Framework was introduced.

The welcoming of any scholar from kindergarten through twelfth grade who desires to STRIVE for college. Because STRIVE Prep participates in the DPS SchoolChoice process, enrollment is open to any student in the communities we serve regardless of race, economic circumstance or previous academic achievement.

Essential Duties & Responsibilities:

Lead revolutionary instruction in science, mathematics, engineering, or technology.

Lead a student advisory at the beginning and end of each school day, and serve as the main point of contact and advocate for students in the advisory.

Support scholars by supervising lunch or recess once per day.

Establish systems and routines in order to create a safe, purposeful, and welcoming classroom environment.

Analyze student assessment data and use it to determine next steps.

Take responsibility for the safety and learning of all students in the school.

Collaborate with other teachers, school leaders, curriculum specialists, and the special education team to ensure that instruction is always meeting the needs of all learners.

Provide fair, accurate, and constructive feedback to students on their progress.

Communicate regularly and often with families to both solicit their input and share student social and academic progress.

Provide supervision of students during before and after school activities (arrival, dismissal, breakfast and lunch).

Attend and participate in weekly staff and/or grade level meetings.

Be available to students by phone every evening, Monday-Thursday, for homework assistance until 8:00 p.m.

Participate in STRIVE Prep’s Summer Training Institute as well as professional development throughout the school year.

Our Aspiring Teachers:

Consciously choose to teach and transform the lives of middle and high school scholars every day.

Proudly hold a Bachelor of Arts or Science degree and are able to submit proof of Qualified Teacher status (teacher’s license not required) within six weeks of starting through one of the following channels outlined by the Colorado Department of Education:

Understand, appreciate and can pull from experience teaching in an urban setting (strongly preferred).

Speak Spanish or have experience working with bilingual students (strongly preferred).

Commit to constant growth and reflection as educators and professionals through regular coaching and professional development.

Dedicate themselves to the educational success of all students, not some students.

Bring enthusiasm, professionalism and positivity to their classrooms and our adult community.

Assume the best in others and are willing to have courageous conversations in order to do what is best for students.

Work hard and approach challenges as opportunities for improvement.

Set high expectations for themselves and others and a willingness to hold themselves and others to those expectations.

What we Offer our Teachers:

Ongoing coaching and professional development.

90-150 minutes of structured planning time built into the school day to plan the highest quality lessons.

A laptop and access to classrooms equipped with Smartboards and document cameras.

Competitive compensation package and annual performance based raises.

Participation in the Colorado PERA retirement program including a PERA 401k contribution option.

Funding of 100% of individual medical benefits and a wide range of insurance plans.

Please include in your cover letter the grade level, position, available start date, and/or geographic region you prefer.
Applications are accepted on a rolling basis until the position is filled.
STRIVE Prep is an equal opportunity employer.
Visit our Careers Page at http://www.striveprep.org/join-our-team/teach-at-strive/ to learn more about what
to expect in the hiring process and who we need.
Please contact Kristin @ KScannell@striveprep.org with any questions.

Our work is fun, but it is also hard. We look every challenge square in the face and say, “bring it on!” We are not afraid to fail. When we do, we pick ourselves up. When others do, we extend a hand.

Relationships

Roots is a school family. We respect our teachers, our classmates, our community and ourselves. We see strengths in all people first. We use our words to solve problems and always assume the best. Our kindness is contagious.

Ownership

We take ownership over our words and actions. We are open and honest. We make plans for our plans. We freely admit mistakes and embrace difficult conversations. We deeply feel our shared responsibility for all our scholars.

Wonder

Education done right begins and ends in wonder. We marvel at – and are humbled by – one another and the world around us. We are obsessed with questions – the questions we ask our scholars, ourselves, our teammates, and most importantly the questions we inspire our scholars to ask of us.

DO YOU WANT TO…

Earn Licensure in Colorado and complete the first year of a two year Masters of Arts in Teaching degree through the Relay Graduate School of Education. During the year of the Fellowship, Roots offers a $25,000 living stipend including health and retirement benefits

Study alongside master teachers to become a lead teacher after successful completion of one year program

Begin your education career in a support role and quickly assume greater responsibility for student outcomes

Teach like it’s soccer not tennis by joining a team of eight phenomenal educators working with a group of 100 K-1 or 2-3 scholars (note: if you want to close the door to your classroom and be left alone to work your magic, Roots is not for you)

Build strong relationships with Roots scholars by having quality 1-on-1 time

Infuse every lesson with extraordinary intellectual rigor and limitless joy

Our work is fun, but it is also hard. We look every challenge square in the face and say, “bring it on!” We are not afraid to fail. When we do, we pick ourselves up. When others do, we extend a hand.

Relationships

Roots is a school family. We respect our teachers, our classmates, our community and ourselves. We see strengths in all people first. We use our words to solve problems and always assume the best. Our kindness is contagious.

Ownership

We take ownership over our words and actions. We are open and honest. We make plans for our plans. We freely admit mistakes and embrace difficult conversations. We deeply feel our shared responsibility for all our scholars.

Wonder

Education done right begins and ends in wonder. We marvel at – and are humbled by – one another and the world around us. We are obsessed with questions – the questions we ask our scholars, ourselves, our teammates, and most importantly the questions we inspire our scholars to ask of us.

DO YOU WANT TO…

Teach like it’s soccer not tennis by joining a team of phenomenal educators working closely together in all aspects of their practice (note: if you like to close the door to your classroom and be left alone to work your magic, Roots is not for you)

Help you your scholars build the academic and non-academic skill they need to be successful at Roots and beyond

Infuse every lesson with extraordinary intellectual rigor and limitless joy

To make more elementary, middle, and high schools, we need future leaders to commit themselves to the most urgent and exciting work of our time. It takes individuals who can inspire students, who put excellence ahead of easy, and who project urgency about closing the achievement gap. It takes individuals who are fearless about making decisions and conducting difficult conversations and who can build a highly collaborative team and shape a vibrant culture. These individuals cultivate learning communities that are simultaneously academically rigorous and joyful. They know that their job is the most important one in the world. Self-reflective and humble, they are open to feedback and committed to continuously improving.

Uncommon Schools is offering a one-year fellowship to prepare to do one of three things: 1) open a new Uncommon school; 2) take over an existing Uncommon school; or 3) join an existing K-8 school as an Academy Director.

provides a robust development process to prepare leaders to lead a school in conjunction with the Director of Operations.This Fellow and eventual Principal is a full-time employee, hired, supported, and, evaluated by the Managing Director. The Instructional Fellow must have a B.A. and a minimum of three years of teaching experience.

Prepare for Success

Leaders are born, sure. But those who become great leaders do so through hard work and deep learning. At Uncommon Schools, we make that learning possible by a year-long fellowship. The Fellowship year is based on a foundation of six core elements that are aligned to the competencies of Uncommon leaders. Each element is designed to build Fellows’ capacity towards becoming effective instructional school leaders. These include the following:

Evaluation and Feedback; Fellowship Deliverables and Immersion;

Professional Development;

Reading and Discussion Groups;

School Startup Preparation;

and School Visits.

Evaluation and Feedback

Throughout the fellowship year, Fellows will receive coaching and feedback from their Managing Directors in addition to the school leaders they are working closely with during their fellowship year. Each Fellow will have an Individual Development Plan that identifies the specific areas of development for the Fellow around which the fellowship will be customized to ensure focused development opportunities.

Fellowship Deliverables and School Guidelines

During the fall of their fellowship year, Fellows will be placed at an existing Uncommon school to observe and learn in the environment of a successful school. While in this residency, the Fellow will be involved in teaching across subject and grade levels, observing and providing feedback to teachers, and completing special projects for the school. In addition, Fellows will be responsible for completing a variety of pre-determined deliverables.

Professional Development

Ideally, fellows start in June to prepare to open their schools in the following summer. Throughout their fellowship, they will engage in professional development focusing on three domains: Cultural Leadership, Instructional Leadership, and Leadership and Management. Each professional development session will be led by our experienced group of Managing Directors, current leaders, and a select group of external partners.

GENERAL SUMMARY: Oversees the ongoing operations at the school in conjunction with an Uncommon network’s Chief Operating Officer. Ensures implementation and maintenance of clear systems that allow principals and teachers to focus on students. Works closely with Uncommon’s Home Office Directors and with outside consultants and vendors.

ESSENTIAL DUTIES & RESPONSIBILITIES:

1. Oversees the ongoing operations at the school with the Network Chief Operating Officer and Associate Chief Operating Officer of Uncommon Schools (Uncommon).

2. School start-up and growth: Creates a detailed start-up checklist and ordering list to ensure that the school starts each year prepared and fully stocked.

3. Facility Manages and oversees the school’s physical condition.

4. Technology Works with Uncommon Chief Technology Officer to ensure that the school has a fully functioning technology infrastructure.

8. Finance and Purchasing Ensures that school-based employees receive payroll and benefits in timely and accurate manner from Uncommon. Works with Uncommon – particularly the Uncommon Director of Finance – to create and oversee the school’s budget, finances, and relationships with outside vendors.

9. Scheduling Works with appropriate staff to construct advisory and class rosters. Creates and manages teacher, student, and classroom schedules.

10. External Relations and Development Manages relationships with all outside organizations and leads the school’s efforts to partner with community leaders and organizations. Manages visitor program.

12. Manages the Office Manager and staffs the Main Office when Office Manager is unavailable or not present, and ensures the smooth operation of the main office, including mailings, attendance reporting, office machine maintenance, etc.

Who We Look For: As an equal opportunity employer, we hire all Summer Teaching Fellows without consideration to race, religion, creed, color, national origin, age, gender, sexual orientation, marital status, veteran status, or disability. The strongest STF candidates exhibit the following traits:

Strong interest in teaching in urban environments after college and interest in pursuing a full-time role with Uncommon upon graduation.

Demonstrated commitment to social justice and urban education reform.

Evidence of openness to feedback, grit, and strong work ethic.

High degree of self-reflection and professionalism.

Desire to learn from others and work in collaborative environments.

The minimum program requirements are as follows:

Undergraduate college junior expected to graduate in December 2017 or Spring 2018 (Candidates graduating in December 2018 or in year three of a five-year undergraduate/Master’s program are NOT eligible to apply for STF 2017 and are encouraged to apply for our 2018 cohort.

Candidates who are studying abroad in the spring may be ineligible to apply. (For more info, please see our FAQs.)

POSITION: Teachers hold primary responsibility for the implementation and development of Uncommon’s curriculum and the success of its students. Therefore, Uncommon Schools seeks teachers who are committed to continuously improving curriculum and instruction through collaboration as part of a grade level team.

QUALIFICATIONS: Drive to improve the minds and lives of students in and out of the classroom; Proven track-record of high achievement in the classroom; Mastery of and enthusiasm for academic subjects; Evidence of self-motivation and willingness to be a team player; Bachelor’s degree is required; Master’s degree is preferred; and Minimum of two years teaching experience in an urban public school or charter school setting. Valid State Certification is helpful but not required. Belief in and alignment with Uncommon’s core beliefs and educational philosophy is non-negotiable. By the time that employment begins, candidates must have received a Bachelor’s degree from a College or University. For teaching roles in New York and Massachusetts, candidates must have also earned a cumulative Grade Point Average (GPA) of 2.5 or higher by the time employment begins. For teaching roles in New Jersey, the candidates must have earned a cumulative 2.75 GPA (for candidates graduating before September 1, 2016) or 3.0 (for candidates graduating on or after September 1, 2016).

COMPENSATION: We offer a generous compensation package. All staff members are equipped with the tools needed to succeed, including a dedicated work space, laptop computer, email, high-speed internet access, and all necessary supplies.

Mission. The mission of Teach Plus is to empower excellent, experienced teachers to take leadership over key policy and practice issues that affect their students’ success.

Programs. Teach Plus programs are designed to place highly effective teachers at the center of improvements in schools as leaders of their peers and outside schools influencing policy decisions that affect their classrooms. The programs develop excellent teachers into leaders who achieve change and mobilize others in their school, district, state, and across the nation to bring change to scale.

a key voice in legislation in local, district, state, and federal policy

change agents in transforming student learning across a school

leaders of other teachers in improving practice

a grounded perspective in the media and on research

Position Description

Teach Plus’ T3 Initiative is an innovative program that recruits, develops, and supports effective, experienced teachers to serve as T3 Teacher Leaders in low-performing and turnaround schools. This program was designed by teachers and demonstrates that chronically low-performing schools can be turned around and that excellent teachers are the key lever to do so.

T3 Teacher Leaders work together as teams of high-performing educators with administrators that understand the power of shared leadership. T3 Teacher Leaders, with the support of their principal and T3 Initiative Coach, serve in leadership roles leading teams of their peers in collaborative inquiry or leading school-wide initiatives that help facilitate and support the work of all teachers in the school to significantly increase student achievement.

The T3 Coach position is a critical school-based leadership opportunity for a skilled coach who is looking to support school reform driven by teacher leaders. Teach Plus has identified five attributes that effective teacher leaders use to improve student outcomes across their schools.

The Coach will support Teacher Leaders in developing capacity to be:

Purpose-driven instructional leaders

Skillful facilitators of adult learning

School wide change agents

Evidence-based decision makers

Ongoing learners

Specifically, the T3 Philadelphia Coach is responsible for:

Ongoing In-School Support

Foster High Functioning, High Impact Teacher-Leader led teams.

Observe and strategically contribute in weekly Teacher Leader-led team meetings and professional development.

Ensure that the primary work of each team is to improve teaching and learning for all students through use of calendared evidence-based inquiry cycles.

Ensure that teacher leader initiative work is based in evidence and achieves desired impact on instructional practice and student learning.

Support School Leadership: Serve as part of school leadership team. Meet regularly with principal and school administration to ensure program fidelity.

Out of School Support

With support of Teach Plus staff, T3 Coaches collaborate across the Philadelphia T3 network to provide the following out-of-school support for the T3 Teacher Leaders across the district:

Plan for and deliver portions of the Summer Institute, a multi-day hands-on training for T3 Teacher Leaders across the Philadelphia T3 network.

Plan for and deliver regional professional development sessions for Teacher Leaders across the T3 network.

Coach Professional Learning

Teach Plus invests heavily in the development of the coaching team, supporting travel to ensure that coaches learn from and with each other in the following ways:

Comprehensive Leadership Orientation

Approximately three Coach meetings (travel may be necessary)

Consistent feedback and support through one-on-one meetings with the Instructional Practice Director and National Coaching Manager

III. Qualifications

To be successful in this role, ideal candidates should have:

6+ years in the education field, with preference given to candidates who have both a teaching background and experience coaching teachers and school leaders in an urban environment

Preference given to leaders who have led instructionally transformational work in the urban context

Literacy and/or Math Data aexperience

A relentless focus on data, including analysis and using it to inform instruction and make decisions

Experience in leadership development and facilitation of inquiry with teachers and/or school leaders

Start Date and Term

The tentative start date for this position is July 2017. Please note that T3’s expansion to Philadelphia is contingent upon final contract approval and funding. T3 Coaches may be eligible for renewal on an annual basis on July 1, 2018 based on performance and needs of the organization.

Monument Mountain, comprised of more than 550 students and staff members, is a regional school that enjoys an excellent reputation earned through its comprehensive range of offerings, its skilled and committed faculty, and its mission to create opportunities for students that encourage and empower their learning as well as their contributions to the school community. Located in the heart of the cultural attractions of the Berkshires, it is two and a half hours from both New York City and Boston.

Requirements: MA Certified or Certifiable as a Secondary School Principal with at least 5 years experience in teaching and/or administration at the secondary level. Masters Degree in Administration or equivalent preferred.

Qualifications: Demonstrated success in supporting learning, collaborative leadership, professional growth, community partnership and innovation. Dedication to and support of the success of the school’s students and programs a must. High School teaching and administration experience preferred.

CA seeks a dynamic, energetic, and creative mathematics teacher to join a collegial department as a full-time member effective August 2017. A full-time position consists of four sections of mathematics and an advisory. The likely teaching assignment for this position will include Geometry.

Qualifications

A successful candidate will be not only mathematically prepared to teach a college preparatory curriculum from beginning Algebra through AP Calculus and/or AP Statistics but also one who strives to be innovative in his/her teaching and is willing to explore current “best practices” in CA’s technology-enhanced, student-centered, and increasingly investigation-based classrooms. We seek those candidates having demonstrated experience using various technologies (e.g., iPad, Geometer’s Sketchpad, TI calculators, etc.) on various platforms as a regular component of classroom practice. Coding experience desirable, but not required.

Coaching abilities are a plus.

Background

The Upper School program combines a strong college preparatory academic curriculum with extensive and challenging programs in athletics, community service, and fine arts. Students graduating from the Upper School apply to and are accepted at selective colleges throughout the United States. Small classes, high standards, a faculty committed to the mathematical growth of every student, and an abiding belief that the most successful learners are the most active and involved learners, make the Upper School years the capstone of a student’s pre-collegiate education. Learning at CA is not confined to the classroom. Learning opportunities abound. The school’s experiential Interim program, student-generated club activities, and a broad-based community service program are among the hallmarks of every student’s Upper School experience.

CA offers an excellent compensation package, wide-ranging opportunities for professional development, and an environment notable for its dedicated teaching professionals and supportive administrators. Salary is based on education and experience.

Applicants are also invited to visit the CA website (www.coloradoacademy.org) to learn more about the school and its program.

LEE & LOW BOOKS is the largest children’s book publisher specializing in diversity and multiculturalism. We have established ourselves as an elite publisher whose catalog of 800+ books are well loved and respected by educators, librarians, booksellers, parents, and children throughout the US and around the globe.

We are looking for a talented individual to engage with our literacy partners, schools, and educators and contribute to the growth of our business. The position presents an opportunity to learn about the publishing industry and to enable educators and literacy partners to discover best strategies for using LEE & LOW titles in the classroom and curriculum.

Candidates must possess a desire to learn about the Education Market for children’s books (from beginning readers through young adult books) and a willingness to become familiar with modern pedagogy and teaching strategies, industry terminology, and current trends. This will be accomplished through in-house training, field experience, and ongoing professional development.

This is a full-time, in-house position. The Literacy Specialist will report to the Director of Curriculum & Literacy Strategy.

Responsibilities:

Lead and create research-based educational resources that clarify, strengthen, and enhance book effectiveness

Assist Director of Curriculum & Literacy Strategy in identifying education market needs and trends and providing insight as to how we can help serve the needs of educators

Support Marketing team on investigating and engaging influential teachers, professional teaching organizations, and academic institutions to promote our education materials, managing those relationships, and exchanging best practices with the goal of promoting our books

Engage and cultivate teacher partnerships through conferences, presentations, social media platforms (blogs, Twitter, educator-networking websites), and professional development webinar opportunities

Provide knowledge of education and pedagogy trends to Sales and Editorial teams to show the educational applications of our books and their uses in the classroom

Advise the Marketing team on constructing the company website with an education-focus and teacher-voice

YouthBuild Philadelphia Charter School is a nationally-recognized leader in alternative education. We help transform the lives of older (18 – 21), urban youth through a holistic approach that includes academic instruction and vocational training. Students attend YouthBuild for one year, during which they work towards earning a competency-based high school diploma and a vocational certification.

Our committed staff and talented students make YouthBuild an inspiring place to work. The school is known for its positive climate and culture. Staff and students benefit from being part of a close-knit community built through community meetings, school-wide service projects and a restorative-justice approach to discipline.

Mission:

To provide out-of-school youth in Philadelphia with the broadest range of tools, supports and opportunities available to become self-sufficient, responsible and productive citizens in their community. We develop the character, knowledge, and skills of our students so that they will succeed in top-quality colleges, trade schools and the competitive world beyond.

Responsibilities:

The Education Success Project Leader will work with YouthBuild’s academic team to increase the number of YouthBuild students who attain a diploma, and are academically prepared to be successfully placed and retained in postsecondary settings. We are seeking a college graduate, with excellent communication skills, the ability to proactively develop positive relationships, and a commitment to community engagement and education. The ideal candidate is passionate about education justice, is interested in creative thinking and problem solving, and is prepared to undertake a variety of projects to support student success.

Specifically, the Education Success Project Leader will be charged with the following:
 Coordinate and enhance a volunteer program to improve student academic performance on YouthBuild’s academic curriculum (examples: tutors, mentors, teacher assistants)
 Develop partnerships, curricula and programming to support students’ success on standardized tests including the TABE, SAT and community college placement tests like the Compass.
 Research and support the development of curriculum and staff development opportunities that enhance the tools and skills we have for preparing students for postsecondary success.

Our twelve-month position as a Full-Time AmeriCorps VISTA Member requires that successful applicants must:

 Be at least 18-years-old upon entering VISTA training. There is no upper age limit.
 Be a U.S. citizen or have permanent resident status.
 Not listed in the National Sex Offender Registry database as convicted of a sex-related crime.
 Be in a position to offer full-time service for one year (March 24, 2017 – March 23, 2018).
 Be able to exhibit previous education, training, military, or work experience, and any other relevant skills or interests necessary to perform a specific VISTA assignment.
 Be willing to live among and at the economic level of the low-income people served by the project and have a desire to provide needed community services to an under-served community while receiving the following benefits: a living allowance of $949/month, an education award of $5,350 upon successful completion of term of service, loan forbearance w/ interest accrual payment, child care coverage (if applicable), and health benefits.
 Understand VISTAs serve on a full-time basis and cannot be the subject of legal proceedings (civil or criminal) that may consume time needed for their assignments.

The NET Charter High School serves students who have dropped out of or been expelled from high school or who have struggled academically or behavioral in traditional settings. The school’s name stands for: meeting Needs, raising Expectations, Training for life. Students at The NET earn a high school diploma and participate in internships with area employers in various fields. Our students leave school with the skills, confidence and experience to succeed in the career and education path of their choice.

Position Responsibilities

The computer lab is one of the three major academic setting at The NET. Each student takes one or more courses online using a variety of RtI and course content providers. The Lab Teacher is responsible for supporting and managing lab programs and students to insure they understand the material and make appropriate progress toward graduation.

This position is a unique opportunity to work in the exciting field of Personalized and Blended Learning. You will join a highly dedicated and mission aligned team of professionals striving to insure that all students receive the high quality supports they deserve.

The NET Personalized Learning Lab Teacher is responsible for:

Maintaining an organized and productive computer lab

Monitoring and motivating students to ensure they are making appropriate progress on their credits

The NET Charter High School

The NET is an alternative high school for students who have dropped out of, been expelled from, or who have otherwise struggled in a traditional school setting. Students at The NET receive intensive, individualized academic, social, and behavioral supports, earn a high school diploma, and participate in rigorous internships with area employers. Our students leave school with the skills, confidence and experiences necessary to succeed in the career and education paths of their choice.

Position Summary

The NET Teacher position is a unique opportunity to provide the type of high quality math curriculum and instruction you believe struggling high school students in New Orleans deserve.

The NET Charter High School serves students who have dropped out of or been expelled from high school or who have struggled academically or behaviorally in traditional settings. The school’s name stands for: meeting Needs, raising Expectations, Training for life. Students at The NET earn a high school diploma and participate in internships with area employers in various fields. Our students leave school with the skills, confidence and experience to succeed in the career and education path of their choice.

Position Summary

The NET Teacher/Advisor position is a unique opportunity to teach and work intensively with small groups of your favorite students—the ones that don’t seem to excel in traditional classrooms.

As a Teacher/Advisor, you have tremendous impact on the curriculum, culture and class and program structure in order to ensure that each of your advisees develop to their greatest potential.

Chalkbeat is looking for an executive editor to lead the day-to-day editorial and operational management of the editorial team, with an eye toward future expansion.

Chalkbeat is the nonprofit news organization committed to covering one of America’s most important stories: the effort to improve schools for all children, especially those who have historically lacked access to a quality education. We’re in five locations — Colorado, Detroit, Indiana, New York, and Tennessee — and growing. Read more about our mission and values.

Reporting directly to Elizabeth Green, Chalkbeat’s cofounder, CEO, and Editor-in-Chief, the executive editor will be responsible for executing the strategy set by senior leadership and overseeing the editorial arm of this mission-driven news organization that provides deep, local coverage of education policy and practice. You will manage the editorial calendar and work with four local editors, the national editor, and the enterprise editor to shepherd daily and longer-form journalism to publication. You will directly manage those six editors and indirectly oversee a team of 13 reporters across offices in New York, Colorado, Indiana, Detroit, and Tennessee—with more to come down the line. You will be responsible for setting readership and journalistic impact targets, and then coaching the team to achieve those goals. You will also work closely with the Director of Product and Growth on web and app development, and constantly be on the lookout for new digital trends.

Who are you?

You are a journalist who loves leading a team as much as reporting a story. You think digitally first and are constantly looking for new ways to present a narrative. You are an inspiring leader who thrives on the adrenaline of a newsroom, simultaneously able to communicate high-level strategy and willing to roll up your sleeves to direct breaking news coverage. You love numbers and analysis, and are comfortable with setting goals and measuring results.

What background and skills do you have?

10+ years’ experience in journalism and/or digital content creation, including several years spent in a fast-paced digital environment

5+ years’ experience in a senior position that includes hiring and building large teams, ideally across distributed locations

Experience overseeing story budgets and publishing calendars

Stellar news judgment and a nose for what makes the perfect story mix

Comfortable operating autonomously with limited oversight

Demonstrable experience with analytics tools and tracking

Strong interpersonal skills with an ability to work with all levels of management; able to communicate proactively with key stakeholders in a startup environment

Passion for education is a must; knowledge of education is a strong plus, but not required

The ideal candidate is based in one of Chalkbeat’s current locations: New York, DC, Denver, Indianapolis, Detroit, Memphis, or Nashville. Remote candidates will also be considered as long as they’re willing to travel at least twice a quarter for meetings, retreats, and relationship-building.

LEE & LOW BOOKS is the largest children’s book publisher specializing in diversity and multiculturalism. We have established ourselves as an elite publisher whose catalog of 800+ books are well loved and respected by educators, librarians, booksellers, parents, and children throughout the US and around the globe.

We are looking for a talented individual to engage with our literacy partners, schools, and educators and contribute to the growth of our business. The position presents an opportunity to learn about the publishing industry and to enable educators and literacy partners to discover best strategies for using LEE & LOW titles in the classroom and curriculum.

Candidates must possess a desire to learn about the Education Market for children’s books (from beginning readers through young adult books) and a willingness to become familiar with modern pedagogy and teaching strategies, industry terminology, and current trends. This will be accomplished through in-house training, field experience, and ongoing professional development.

This is a full-time, in-house position. The Literacy Specialist will report to the Director of Curriculum & Literacy Strategy. Aim to start no later than April 1.

Responsibilities:
• Lead and create research-based educational resources that clarify, strengthen, and enhance book effectiveness
• Oversee the distribution of educational resources
• Manage and maintain multiple leveling systems for books
• Support authors, illustrators, award committees, distributors, and literacy partners on utilizing in-house educational content
• Assist Director of Curriculum & Literacy Strategy in identifying education market needs and trends and providing insight as to how we can help serve the needs of educators
• Support Marketing team on investigating and engaging influential teachers, professional teaching organizations, and academic institutions to promote our education materials, managing those relationships, and exchanging best practices with the goal of promoting our books
• Engage and cultivate teacher partnerships through conferences, presentations, social media platforms (blogs, Twitter, educator-networking websites), and professional development webinar opportunities
• Provide knowledge of education and pedagogy trends to Sales and Editorial teams to show the educational applications of our books and their uses in the classroom
• Advise the Marketing team on constructing the company website with an education-focus and teacher-voice

VIPKID is currently looking for independent contractors as ESL teachers for our young students. We look for teachers that are energetic and can provide engaging classes, and who are motivated and excited to work with a promising company that is growing at a fast pace in China. VIPKID currently has 60,000+ active students and 6,000+ active teachers.

WHAT WE DO
-1-on-1 online full immersion English language and content classes
-Teach American curriculum, based on the Common Core State Standards
-25-minute highly engaging lessons

WHAT WE REQUIRE

– Exposure to the American or Canadian K12 education system
– Minimum 1 year of teaching experience
– Bachelor’s degree
-Tech Requirements: Desktop or Laptop with Fast Internet connection and audio/video capability

Contract type: Independent contractor
Contract term: 6-Months
Start date: Immediately
Hours: In order to maximize number of classes scheduled, teachers are recommended to be available for at least 15 time slots per week (each time slot is 30 minutes) during Beijing peak times. The following hours tend to be the most requested time periods: Monday-Sunday 6-10pm, and Saturday-Sunday 9am-10pm in Beijing time.

Payment: Our teachers are paid according to the number of classes finished. The minimum service fee rate range is US$ 14-$18/hour. There are incentives for every lesson, so a typical service fee ranges between US$ 14-22/hour. This business opportunity is ideal for independent contractor teachers looking to supplement their income.

Comments Off on Middle School and High School Math Special Education Teachers

The SEED Foundation (www.seedfoundation.com) was created in 1997 to establish college-preparatory urban boarding schools that prepare children both academically and socially, for success in college and beyond.

In 1998, the Foundation opened The SEED Public Charter School of Washington, D.C. – the nation’s first urban public college preparatory boarding school. The school currently serves 325 students in grade 6-12. In 2015, 100% of SEED’s seniors were accepted to a four year college or university.

All SEED students live on campus from Sunday evening through Friday afternoon when they return home for the weekend. The dormitories are organized into small “houses” of 10-12 students per life skills counselor for afternoon and evening routines such as study hall, house meetings, and social activities. We provide a safe and caring 24 hour boarding experience. Our relationship with parents and guardians is essential to the success of their child while at SEED.

We are currently seeking High School and Middle School Math Special Education Teachers for 2016 – 2017 school year to work with and teach upper school students to prepare them for success in a college preparatory upper school program.

ESSENTIAL DUTIES AND RESPONSIBILITIES

Collaborate in a strong team environment to:
• Provide for an engaging middle school and/or upper school learning environment conducive to student success
• Promote and support a middle and/or upper program with promotion based upon standards mastery
• Communicate knowledge in an interesting, stimulating, and effective manner, using a variety of instructional methodologies, curriculum resources, and materials
• Examine student assessment data to inform decision making and to guide and improve instruction
• Promote high levels of learning in an engaging and effective manner, using a variety of instructional methodologies, curriculum resources, and materials
• Integrate literacy strategies into the instructional framework
• Differentiate instruction to reach all learners
• Plan, organize, and deliver appropriate lessons for assigned area(s) of responsibility, and submit lesson plans to the Principal and Assistant Principals on an as requested basis
• Establish and maintain a classroom atmosphere conducive to learning
• Collaborate with fellow teachers on planning, professional development, and standards-based curriculum and common assessment design to contribute to the continuous improvement of instruction at the school
• Assess students’ learning in a professional manner and communicate students’ progress to parents and fellow teachers to facilitate future instruction.
• Identify special needs of students and seek additional support, as needed
• Maintain and submit necessary records, progress reports, and grade reports
• Participate in faculty meetings, workshops, staff development programs, and other school sponsored activities
• Participate in summer programming including direct service to incoming and returning SEED youth and curriculum work with colleagues
• Assist in general building supervision and discipline of students outside of the classroom
• Adhere to the professional and ethical standards as outlined in the SEED PCS Staff Manual

Chalkbeat, the national nonprofit education news organization covering local public schools, is seeking motivated undergraduate or graduate students to serve as summer reporting interns.

Our reporting teams cover schools in Denver, Detroit, Indianapolis, Memphis, and New York City, as well as education issues affecting schools across the country.

The 10-week paid internship will offer student journalists the opportunity to work alongside some of the nation’s top education journalists in a dynamic, rapidly growing organization. At a critical moment for an active independent press, join us as we build an organization working to sustain journalism that matters.

Interns will have the opportunity to undertake daily education news assignments, to work on enterprise stories, and to participate in the life of our reporting teams in every way.

Ideal candidates will demonstrate a passion for public policy and social issues journalism, strong reporting and writing skills, and comfort working in digital media. They will be mission-driven, entrepreneurial, creative, energetic, and tenacious reporters.

About Chalkbeat

Chalkbeat, founded in 2013, is the nonprofit news organization covering the national effort to transform public education. We are mission-driven journalists who believe that an independent local press is vital to ensuring that education improves. We seek to provide deep local coverage of education policy and practice that informs decisions and actions, leading to better schools.

Qualifications

We are seeking summer reporting interns who are energized by our mission and excited to help us build a news organization that re-imagines daily newsgathering while embracing traditional journalistic values. Candidates should have clips that demonstrate strong reporting and writing skills. We’re also looking for people with a passion for (and ideally, a familiarity with) covering education.

In particular, you should have:

– Significant high school, college or professional journalism experience

– A high level of comfort with the exciting opportunities and challenges inherent in working in a high-energy start-up environment

– Familiarity with and curiosity about education issues such as standards, school choice, and teacher effectiveness

The 10-week internships start June 5 and run through Aug. 11. (The dates can be adjusted if necessary.) Interns will work 40-hour weeks and receive a stipend.

To Apply

Please send a resume, five relevant clips, and a cover letter explaining your interest in the position and any preferences among our locations to careers@chalkbeat.org. The deadline for applications is Friday, March 3. Applications will be reviewed on a rolling basis; we recommend that you apply as early as possible. Please specify “Application for 2017 internship” in the subject line.